Academic literature on the topic 'Syllable Reading Method'
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Journal articles on the topic "Syllable Reading Method"
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Budianti, Yudi, and Fitri Indri Wardhani. "ANALISIS PENERAPAN METODE SILABA UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PERMULAAN SISWA SEKOLAH DASAR." Pedagogik : Jurnal Pendidikan Guru Sekolah Dasar 11, no. 2 (2023): 109–16. http://dx.doi.org/10.33558/pedagogik.v11i2.7956.
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This research was motivated by the low initial reading ability of Indonesian elementary school students. This is because teachers still use conventional learning methods where learning is only centered on the teacher while students are not involved much or are not active in learning. In this condition, the syllabic method (silaba) becomes an alternative solution method, because the syllabic method involves interaction between students and teachers, so that there is no longer any learning that only dominates the teacher or only dominates smart students. This research also aims to review how the syllable method (sylaba) affects the beginning reading abilities of lower grade elementary school students. The method used for the review is systematic or Systematic Literature Review (SLR) by analyzing research results that have been published nationally relating to the syllable method (sylaba) on the initial reading ability of lower grade elementary school students for Indonesian language lessons, sample analysis are 15 journals that have been published in the last 10 years. The journal discusses the syllable method, based on the findings of the analysis of the syllable method (sylaba) which has a positive influence. From each article or journal that has been analyzed, there are differences, but overall this research shows the conclusion that the syllable method for beginning Indonesian reading skills in lower grade elementary school students has a significant influence on elementary school students' reading abilities.
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Nirwana. "PRONUNCIATION ERRORS IN SYLLABIC CONSONANTS (AN INVESTIGATION OF THE STUDENT'S PHONOLOGICAL UNDERSTANDING)." JLE: Journal of Literate of English Education Study Program 2, no. 2 (2021): 55–67. http://dx.doi.org/10.47435/jle.v2i2.752.
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This research examined pronunciation errors in syllabic consonant sounds uttered by fourth-semester students in the English and literature departments. This study aimed to find out how fourth-semester students read the text and pronounce syllabic consonant sounds. The theories of English phonetics and phonology were proposed by Peter Roach and Corder's theory of error analysis. The data was gathered using the descriptive qualitative method. The researcher used the phone as an instrument to record herself reading aloud text. According to the findings, the students made three errors: addition, omission, and selection. First, they began using the schwa sound with long syllabic consonant words. Second, some syllables were removed, which was most common in the final syllable. Third, they identified where a syllable in a word should go because they heard a vowel sound that should not be there or a sound in a syllable that was in the wrong location. This mistake occurs in the middle and last syllables
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Rusmia, Rusmia, Yunika Afryaningsih, and Salman Alfarisi. "Kajian Pelaksanaan Metode Pembelajaran Suku Kata di Kelas 1 SDN 01 Anjongan." Jurnal Pendidikan Indonesia 3, no. 1 (2025): 45–51. https://doi.org/10.62007/joupi.v3i1.416.
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This research aims to determine the study of the implementation of the syllable learning method in class 1 of SDN 01 Anjongan carried out by class 1 teachers of SDN 01 Anjongan. A teacher needs the right method for the material to be conveyed. The learning method that must be chosen is to make it easier for students to begin reading. For example, when the syllable method was impllemented at SDN 01 Anjongan, the syllable metod was more effective than other learning methods. Therefore, the researcher focused his research which aims to fine out how the study of the implementation of the syllable learning method in class 1 SDN 01 Anjongan in the learning of beginning reading. This research uses a qualitative method, namely by describing the syllabic method implemented by the 1st grade teacher at SDN 01 Anjongan.the data collection techniques in form of interviews and observation form the two data colections are used as a whole according to needs. Matter this is so thst they can complement each other in corrcting the validity of the data collected. From the results of the research, it was found that the study of the implementation of the syllable larning method in reading learning at the beginning of grade 1 was very effective and had influence on the succes of the teaching and learning plrocess. In the school that was the object of research, the research admitted that this method had ofthen been used inlearning to read at the beginning because it was cosidered appropriate when used with lower grade students.
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Astinah. "Metode Scaffolding dengan Kartu Suku Kata Meningkatkan Kemampuan Membaca Permulaan Siswa Mild Intellectual Disabilities." DIAJAR: Jurnal Pendidikan dan Pembelajaran 1, no. 3 (2022): 380–86. http://dx.doi.org/10.54259/diajar.v1i3.1016.
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Limited cognitive function students need special learning strategies in formal schools. This study analyzed students with Mild Intellectual Disabilities were based on psychological assessments based on observations, interviews, Binet Intelligence Tests, Curriculum-Based Measurement (CBM) tests, and reports on learning outcomes. Scaffolding method is a learning technique designed to change the support given to students during the learning session by adjusting the level of students' abilities. This study aims to improve reading skills in mild intellectual disabilities students, especially early reading skills. This research method uses a single case experimental design with scaffolding method intervention followed by the use of syllable cards in a 2nd year of elementary school students who comprehended Indonesian language material in class 1 semester I. The data were analyzed descriptively which reported the improvement in the subject's reading ability based on the results of the intervention. The intervention to the subject was preceded by psychoeducation to teachers and parents for the attainment of research objectives. The results showed that the scaffolding method, followed by the use of syllable cards, specifically affected the subject's ability to pronounce letters, read syllables, read words, complete words, write dictated words, and read simple sentences. As a result, the subject shows the ability to read three to five syllables in a word and the subject can read words containing consonants at the end of words.
 Keywords: Mild Intellectual Disabilities, Scaffolding Method, Syllable Cards, Beginning Reading, Children with Special Needs
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Tanjung, Cici Febi Putri, and Nirwana Anas. "Pengaruh Pemberian Media Kartu Suku Kata Terhadap Kemampuan Kualitas Membaca pada Siswa." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 2 (2023): 1513–22. http://dx.doi.org/10.62775/edukasia.v4i2.476.
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Syllable card media is a tool aimed at enhancing students' early reading skills by visualizing images and syllables that are affixed to a board. The purpose of this study is to investigate the Influence of Syllable Card Media on Reading Ability Quality of Students. The research was conducted at a public elementary school in Deli Serdang, with the subjects being second semester first-grade students, consisting of two classes: class IA and 1B. The research utilized a quantitative method with a Quasi-Experimental approach. The results from the Wilcoxon signed-rank test indicated an Asymp. Sig (2-tailed) value of 0.000, which is smaller than 0.05 (0.000 < 0.05). This leads to the conclusion that the "Hypothesis is Accepted," implying a difference in students' early reading ability using media between the Pre-Test and Post-Test. Thus, it is evident that Syllable Card Media has an Influence on the Quality of Reading Ability among Students. The recommendation from this research is for educators to utilize media in teaching to enhance early reading skills.
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Novelita, Nevi, Neviyarni, and Irdamurni. "UPAYA MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN MENGGUNAKAN MEDIA KARTU SUKU KATA DI SEKOLAH DASAR." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 2 (2023): 1633–52. http://dx.doi.org/10.36989/didaktik.v9i2.888.
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Reading has a big effect on students' ability to accept subject matter, especially text-based learning, students who are unable to read well will have difficulty participating in learning activities for all subjects. Children's initial reading ability is the child's ability to master reading techniques and understand the contents of the reading well. One of the learning methods to improve children's early reading skills is to use syllable media. The method used in this research is literature research (library research). Beginning reading ability in children is focused on six stages of ability aspects, namely: (1) Ability to read symbols, (2) Ability to read letters, (3) Ability to read types of vowel and consonant sounds, (4) Ability to name letter sounds, (5) Ability reading syllables, and (6) Ability to read words. Media Syllable cards can help teachers achieve instructional goals because apart from being cheap and easy to obtain media, they can also increase student activity. In addition, students' knowledge and understanding becomes wider, clearer, and not easily forgotten
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Rahmawaty, Suci Noor, Ravik Karsidi, and Joko Yuwono. "WEB-BASED SYLLABLE READING LEARNING MEDIA (BASUKA) FOR BEGINNING READING FOR SLOW LEARNER STUDENTS AT ELEMENTARY SCHOOL LEVEL." Journal of Disability 3, no. 2 (2024): 43. https://doi.org/10.20961/jod.v3i2.86799.
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Based on previous research and preliminary studies that have been carried out by researchers, to assist teachers in teaching beginning reading and for students in addition to beginning reading practice, researchers are interested in developing learning media combined with the beginning reading method, namely the syllabic method. This media is named "BASUKA Learning Media (read syllables)" which is a website-based application for beginning reading for slow learner students. This media is designed according to the initial reading stages and characteristics of slow learner children. This study aims to describe the feasibility of BASUKA (Read Syllable) media. The research was conducted in 2 Elementary Schools Providing Inclusion Education, namely SDN Rambutan 01 and SDN Susukan 01. This research uses a research and development (R&amp;D) approach with the Borg and Gall procedure. The subjects at the testing stage in small-scale trials were 8 Slow Learner students and a large-scale trial sample of 20 Slow Learner students. The results of the study were concluded as follows: 1) Syllabic Reading learning media (BASUKA) is needed in learning to read the beginning of Slow Learner students in inclusive education provider schools 2) Development procedures include: a) Making application designs; b) Compile a guidebook; c) BASUKA Media Development. 3) Product feasibility results on expert validation, small-scale trials, and large-scale trials have been declared feasible. 4) Effectiveness test results.
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Rhezandya Pradiptha Zalma, Iqbal Rahman, Nurul Aulia, and Saskia Ramadhani. ": Efektivitas Metode Fonibel dalam Kemampuan Membaca Awal Siswa Sekolah Dasar (SD) Kelas 1." Culture education and technology research (Cetera) 1, no. 2 (2024): 17–30. http://dx.doi.org/10.31004/ctr.v1i2.27.
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Reading is one of the essential basic skills for children in elementary school. This study aims to evaluate the effectiveness of the fonibel method in improving reading readiness among first-grade elementary students. The fonibel method combines phonics and syllable methods to introduce letters and teach children to read through syllables. This research employs a descriptive method with observations of first-grade students in Bukittinggi. The study involved seven sessions, including rapport building, initial observation, pretest, five intervention sessions, and a posttest. Data obtained from observations, pretests, and posttests were analyzed descriptively to observe changes and developments in students' reading abilities after the intervention. The results showed that all students could pronounce all vowel and consonant letters and combine letters into syllables and words after the intervention. The fonibel method proved effective in enhancing students' reading abilities, creating a fun and interactive learning environment, and increasing student motivation and engagement in the learning process. This study provides significant contributions to the development of effective and enjoyable reading instruction methods for elementary school students.
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Triana Dewi, Yuni. "Pengembangan Aplikasi Bee_Ba for Fun untuk Membaca Permulaan dengan Metode Suku Kata di Sekolah Dasar." Jurnal Syntax Admiration 4, no. 6 (2023): 777–96. http://dx.doi.org/10.46799/jsa.v4i6.601.
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 For some students, mastering beginning reading skills with the syllabic method can be a challenge that requires a creative and engaging approach. Therefore, this study aims to develop the Bee_Ba For Fun application as a fun tool to assist elementary students in learning beginning reading with the syllabic method. This application development method is based on a software design approach that involves the stages of requirements analysis, conceptual design, implementation, testing, and evaluation. Bee_Ba For Fun app development uses the latest technology in software development and interface design that appeals to elementary students. This application is designed to be accessible through mobile devices such as smartphones or tablets, so students can learn to read beginning with the syllabic method flexibly and interactively. The Bee_Ba For Fun application is equipped with interesting features, such as interactive word games, selection of difficulty levels tailored to students' abilities, and awards given as a form of motivation. In addition, this application is also equipped with learning materials that are arranged systematically, ranging from simple syllables to more complex syllables. Thus, students can learn beginning reading progressively and enjoyably. This research also involved testing the application by involving elementary school students as participants. The results of this trial will be used to evaluate the effectiveness and efficiency of the Bee_Ba For Fun app in helping students master beginning reading with the syllable method. It is hoped that this application can be an effective and entertaining learning resource for elementary students, as well as increase their interest in reading learning
 
 
 
 
 
 
 
 
 
 
 
 
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Rahmawati, Melly, Singgih Subiyantoro, and Kartika Purwitasari. "Improving The Beginning Reading Ability of Elementary School Students with Flip Book Media Using The Syllable Method." DEEP LEARNING: Journal of Educational Research 1, no. 2 (2025): 68–76. https://doi.org/10.62945/deeplearning.v1i2.230.
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The problem of low reading ability of first grade students at SD Negeri 2 Mojoharjo, Sukoharjo Regency, is an important concern that needs to be addressed. The lack of students' ability to recognize letters, compose words, and understand simple texts hinders their mastery of basic literacy. This study aims to improve students' initial reading skills by using flip book media with the syllable method. The research approach, namely Classroom Action Research from Kemmis & Taggart, was applied in two cycles, involving 5 grade 1 elementary school students as subjects. Data were collected through observation, interviews and reading tests, then analyzed descriptively quantitatively to see the improvement in students' early reading skills. The results of the study showed that the flip book media with the syllable method was able to provide a significant increase in reading ability after two learning cycles. This study also emphasized the importance of teacher skills in developing creativity in implementing this media. Overall, these findings add insight into the effectiveness of flip book media using the syllable method in early reading learning and can be a reference for educators and policy makers.
Dissertations / Theses on the topic "Syllable Reading Method"
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Backlund, Jenny. "Fiction and the Syllabus : A Qualitative Study of the Teaching of Fiction as Related to the Syllabus for English in Swedish Junior High School." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24702.
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The aim of this study is to investigate how fiction in English is taught in Swedish Junior High Schools with the present syllabus as a focus. I compare the present syllabus with the previous one in order to observe what changes English language teaching has undergone in regards to the teaching of fiction. Seven English teachers from different parts of Sweden discuss what role fiction has in their classroom, why they teach fiction and how the teaching of fiction is realized in practice. The reading literacy and frequency of reading are also analyzed in contrast with the increased consumption of technology. The results were consistent with research and statistics as presented in this study. The notion of students as individuals with individual needs and interests was consistent among the informants as was the awareness of the necessity of introducing reading as an everyday activity in the compulsory school.
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Kotková, Veronika. "Použití pomůcek a her při rozvoji čtení notového zápisu v počátečním klavírním vyučování." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-408709.
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The subject of this work is aids and their possible use in teaching music reading to beginner pianists. The theoretical part presents the methodology behind aids and games, the importance of music reading for the musical activities of the pupils and for the development of their musical skills. It also explains the importance of using games in piano lessons. In the second part of this work you can find the description of the aids, recommendations for activities (often games), suggestions that are based on author's experience etc. The third part describes the effect of using aids and games on a few pupils of different levels of piano skills.
Books on the topic "Syllable Reading Method"
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Biba, Anna. Methods of preparing children to learn Russian at school. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.
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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material.
 Meets the requirements of Federal state educational standards of higher education of the latest generation.
 For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.
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Biba, Anna, and Ekaterina Ivanovich. Correction of the violation of the syllabic structure of the word in older preschool children with dysarthria. INFRA-M Academic Publishing LLC., 2024. https://doi.org/10.12737/2134240.
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The monograph describes the stages, content and means of correcting and developing the syllabic structure of words in older preschool children with dysarthria. The appeal to this problem is explained by the tendency to increase the number of children with pathology of the pronunciation side of speech, which negatively affects their mastery of the grammatical structure of speech, writing and reading. The symptoms and mechanisms of dysarthric disorders and methods of correcting syllabic structure are widely represented in speech therapy. Nevertheless, the specifics of the sequential correction of violations of all types of syllabic structure need to be clarified. It is intended for practicing speech therapists. It can be used in the professional training of future teachers of special (defectological) education.
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Syllable Words: A Reading Method for All Learners. Newman Springs Publishing, Inc., 2019.
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Dalton, Lisle W., Eric Michael Mazur, and Richard J. Callahan, eds. The Bloomsbury Reader in the Study of Religion and Popular Culture. Bloomsbury Publishing Plc, 2022. http://dx.doi.org/10.5040/9781474205313.
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This is the first anthology to trace broader themes of religion and popular culture across time and theoretical methods. It provides key readings as well as new approaches and cutting-edge work, encouraging a broader methodological and historical understanding. With a combined experience of over 30 years dedicated to teaching undergraduates, Richard J. Callahan, Jr., Lisle W. Dalton, and Eric Michael Mazur have ensured that the pedagogical features and structure of the volume are valuable to both students and their professors. The book - is divided into a number of units based on common semester syllabi - provides a blend of materials focused on method with materials focused on subject - begins with an introduction to the texts for each unit - follows each unit with questions designed to encourage and enhance post-reading reflection and classroom discussion - has a glossary of terms from the unit's readings, as well as suggestions for further reading and investigation. The Reader is suitable as the foundational textbook for any undergraduate course on religion and
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Johnston, Francine, Donald R. Bear, Shane Templeton, and Marcia R. Invernizzi. Words Their Way: Word Sorts for Syllables and Affixes Spellers, Global Edition. Pearson School, 2018.
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Invernizzi, Marcia, Francine Johnston, Donald Bear, and Shane Templeton. Words Their Way: Word Sorts for Syllables and Affixes Spellers, Global Edition. Pearson Education, Limited, 2021.
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Invernizzi, Marcia, Francine Johnston, Donald R. Bear, and Shane Templeton. Words Their Way: Word Sorts for Syllables and Affixes Spellers. Pearson, 2017.
Find full textBook chapters on the topic "Syllable Reading Method"
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Anjarningsih, Harwintha. "The Indonesian Assessment of Early Grade Reading (EGRA) and Beginning Reading Evaluation." In Engaging Indonesia. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2336-2_3.
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AbstractThe importance of being able to read for children’s future is beyond doubt. In Indonesia, on the one hand, a standardized linguistically-based test is needed to identify reading milestones and the Tes Membaca Satu Menit (TMSM) is a pioneer in that respect. In other countries, such tests have existed for a long time, such as the Een Minuut Lesetest in the Netherlands. On the other hand, the Early Grade Reading Assessment had existed and been used before by education authorities and practitioners, although it needs to be informed by results of a standardized linguistically-based test. Therefore, this research asks the question whether the Reading Meaningful Words (RMW) subtest of the EGRA is sufficient to evaluate children’s decoding skills. The current investigation builds on previous research looking into the effects of orthographic depth, syllabic complexity, word length, and use of sub-lexical clusters in Bahasa Indonesia beginning reading. In the first month of the school year, third grade children’s (n = 15) reading performance is recorded on the TMSM and EGRA. Results show that the RMW subtest (n = 50 words) was read 99% correctly in less than 60 s by the third-grade participants. However, in the same time duration, the children are able to read on average 30 words correctly in the TMSM with some mistakes, namely producing words with at least 50% of the sounds in the target words (visual miscues), and regularizations of diphthongs, digraphs and consonant clusters. If the results of EGRA are used to inform educators and authorities in charge of curriculum development to map the stages of reading in Indonesian and devise methods of intervention for the children lagging behind in reading development, it is suggested that the EGRA is not sufficient. Item analysis shows that 40 of the words in the RMW subtest are disyllabic, 9 are trisyllabic, and only 6 of the words contain digraphs, 1 contain diphthongs, and none contains consonant clusters. Yet, three- or four-syllable words are also common in the children’s reading materials, and diphthongs, digraphs, and consonant clusters are common Grapheme Phoneme Correspondence (GPC) in the Indonesian orthography. The design of this subtest, hence, does not facilitate the children to show what they have and have not mastered. The key finding shows children’s reading milestones are influenced by word length and easiness of mapping between phonemes and graphemes and the EGRA needs to incorporate linguistically-based manipulations.
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Rahmawaty, Suci Noo, Ravik Karsidi, and Joko Yuwono. "An Implementation Of The Syllabic Method In Reading Learning At Elementary School." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-114-2_114.
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Sahli, Amel, Asma Mejri, and Aymen Louati. "Performance Measurement of Reading Teaching-Learning Business Processes: Case of Whole-Word and Syllabic Reading Methods in Primary Schools." In Intelligent Systems Design and Applications. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-64779-6_17.
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Demorest, Steven M. "Systems and Methods of Instruction." In Building Choral Excellence. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780195124620.003.0003.
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Abstract This chapter presents an overview of systems and methods for teaching music reading along with some background on each. One often hears the terms method and system used interchangeably to describe sight-singing instruction, but in fact those terms can have very different meanings. For the purposes of this chapter, the terms will be defined as follows: method refers to a complete set of guidelines for teaching music reading that specifies sequence, content, and particular techniques; system refers to the means by which pitch or rhythm relationships are represented. For example, fixed “do” and movable “do” are two prevalent melody-reading systems and counting on numbers and reading syllables (e.g., ta-ti) are two popular rhythm-reading systems.
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Streiner, David L., and Geoffrey R. Norman. "Selecting the items." In Health Measurement Scales. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780198528470.003.0005.
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Abstract Except for scales that are aimed at a selected group whose educational level is known, the usual rule of thumb is that the scale should not require reading skills beyond that of a 12-year-old. This may seem unduly low, but many people who are high-school graduates are unable to comprehend material much above this level. Many ways have been proposed to assess the reading level required to understand written material. Some methods, like the ‘cloze’ technique (Taylor 1957), eliminate every nth word to see at what point meaning disappears; the easier the material, the more words can be removed and accurately ‘filled in’ by the reader. Other methods are based on the number of syllables in each word or the number of words in each sentence (e.g. Flesch 1948; Fry 1968). However, these procedures can be laborious and time- consuming, and others may require up to 300 words of text (e.g. McLaughlin 1969). These are usually inappropriate for scales or questionnaires, where each item is an independent passage, and meaning may depend on one key word.
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Knowles, Sebastian D. G., and Sebastian D. G. Knowles. "Finnegans Wake for Dummies." In At Fault. University Press of Florida, 2018. http://dx.doi.org/10.5744/florida/9780813056920.003.0004.
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Chapter 3 argues that there is a way to read and understand Finnegans Wake, if we can only read according to a new path that starts in the middle and works out to the beginning and the end. Included is a report of a successful experiment in pedagogy that read the Wake in outwardly radiating circles, as dictated by the principle of ascending difficulty, beginning with the easiest sections and working out to the hardest ones. This “spiral reading” path then turns out to track very closely the process of Joyce’s compositional process, and so gives us an insight into Joyce’s method. A syllabus for the original course is included as an Appendix, in an invitation to future teachers.
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Bang, Anne K. "The Zanzibar Government Central School and “Modern Teaching Methods”." In Zanzibari Muslim Moderns. Oxford University Press, 2024. https://doi.org/10.1093/oso/9780197797754.003.0004.
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Abstract This chapter discusses the role of the Zanzibari Government Central School in forming the new generation of moral individuals, primed for progress. The school became a space where the question of how to educate Zanzibari young men, especially in terms of religion, moral character, and national identity, was hotly debated. In particular, the chapter discusses debates over teaching methods, and the shift from aural learning to modern syllabi that centered reading to understand. In the teaching of Arabic, this meant shifting from traditional texts like the Alfiyya to modern textbooks, inspired from Egypt. The chapter also discusses songs and poetry meant to instill in students the will to strive and “rise” to progress. Ultimately, the chapter argues that education during this period was not just about the transmission of knowledge, but about the formation of a new moral and social order that responded to both Islamic and colonial aspirations.
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Varty, Anne. "National Poets and the National Curriculum." In Women, Poetry and the Voice of a Nation. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474489843.003.0009.
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explores tensions between each poet’s representation of school and the use of their poetry as prescribed texts in the school syllabus. Subheadings: Four Poems about School presents readings of Lochhead, ‘Kidspoem/Bairnsang’; Meehan, ‘The Exact Moment I Became a Poet’; Clarke, ‘Running Away to the Sea -1955’; Duffy, The Laughter of Stafford Girls High. Poetry by Women in the Curriculum, and the Tortured Poem examines the impoverished range of poetry taught in English schools since the introduction of the national curriculum in England in 1988; critiques methods of assessment and how these may affect students’ long term appreciation of curriculum poets. Gillian Clarke and Carol Ann Duffy in the AQA Syllabus 2004-11 (Series 4) assesses the prescribed texts by these two poets, and contrasts them with set texts by Simon Armitage and Seamus Heaney. Curriculum Interventions by Lochhead and Duffy explores controversy sparked by Duffy’s prescribed poem ‘Education for Leisure’ and her riposte, ‘Mrs Schofield’s GCSE’. It also examines Lochhead’s participation in the Scottish Studies Working Group. To conclude, Questioning Cultural Consensus, articulates the poets’ resistance against covert, consensus-building agenda of prescribed curricula and their promotion instead of education as an instrument of individuation.
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Walter, Melissa C., Ruby Batz, Melissa M. Burnham, and Lisa B. Fiore. "Confronting Bias in Early Childhood Teacher Preparation." In Advancing Equity and Inclusion in Early Childhood Education. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-0924-7.ch002.
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This chapter chronicles the transformative journey of a group of early childhood education (ECE) teacher educators as they critically examined the construction of early childhood teacher preparation courses. Rooted in critical pedagogy, their process demanded deep self-reflection and an acknowledgement of the oppressive systems within the field. Initially pursuing a linear checklist approach to cultivating inclusive practices, the team's extensive discussions and readings revealed the limitations of this method. Instead, they embraced a non-linear, formative spiral model, reflecting ongoing learning and reflection over time. Divided into four elements–identity and self-reflection, course syllabi, course design, and course content–-their approach aims to inspire faculty to confront biases, elevate marginalized voices, and reshape the ECE landscape. The authors invite readers into this ongoing journey, emphasizing the need for continuous introspection and collective effort to foster equity and inclusion in ECE.
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Perrotta, Maria Antonella. "Theater School." In Handbook of Research on Didactic Strategies and Technologies for Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch041.
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The “Teatro a Scuola” (Theater School) project, directed at 14-18 year-old, Real innovation lies in the involvement of students as writers, in a collaborative theatrical storytelling. During the theater workshop the teacher in charge of the project planned and implemented with the participants experimental activity that was inserted within the Italian program. Its purpose is to stimulate participants’ creativity. It aims at to become an integral part of the activities foreseen by the school syllabus and to offer, next to the traditional learning method, a form of learning by doing. The project consists in three distinct, yet interdependent, moments: a first theoretical stage, which foresees a short series of lessons on the history of theater; a second stage dedicated to a theater workshop (elocution, lively reading, mime, song, dance etc.); and a final show, i.e. a genuine theatrical representation for the whole school and all citizens. Characteristics of innovation and experimentation of the project were that: students were not only actors but also authors and screenwriters; also, the project involved elders of the University of the Third Age (NGO)
Conference papers on the topic "Syllable Reading Method"
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VanScoy, Amy, Heidi Julien, and Alison Harding. "Diffusion of information behaviour theory into education for reference service." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2025.
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Introduction. This paper reports on part of a larger study, specifically on the information behaviour theories used in foundational reference and information services courses in North America. Method. Content analysis of syllabi, reading lists and textbooks from foundational reference courses was conducted. Analysis. Qualitative and quantitative analyses of documents was conducted to identify specific information behaviour theories. Results. The most mentioned information behaviour theories in reference courses are similar to those most mentioned in studies of information behaviour research, including Kuhlthau’s information search process and Savolainen’s everyday life information seeking. Conclusions. Students in courses that discuss information behaviour theories are being exposed to the most impactful information behaviour theories, but still only two-thirds of courses include them.
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Suyadi. "Teachers’ Influence in the Use of Syllabic Method to Improve Reading Skill at Class I-B Students SDN 009 Tarakan." In 2nd International Conference on Innovation in Education and Pedagogy (ICIEP 2020). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211219.044.
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