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1
Houle, Sonia T. "Familial Curriculum Making and a Home Reading Program." Journal of Family Diversity in Education 1, no. 3 (March 30, 2015): 50–66. http://dx.doi.org/10.53956/jfde.2015.47.
Повний текст джерелаАнотація:
Home, community, and school experiences shape children’s lives. In this paper I focus on the experiences of Matson, a young boy who was identified as a struggling reader in Grade 1, as well as the experiences of his mother and teachers who live alongside him. I inquire specifically into his family’s curriculum making around home reading. This narrative inquiry is situated in a Deweyan perspective on education and in the curriculum studies literature, particularly within the concepts of lived curriculum and curriculum making. The four commonplaces of curriculum help me explore the making of curriculum in school and at home. While researching, my back and forth travel between school and home allowed me to notice and explore tensions. This multiperspectival approach also presents a shift from the teacher-centered perspective on children’s education and curriculum making in school. This study shows how curriculum making in school and at home involves ongoing processes of assessment making and identity making, and illustrates how curriculum making shapes, and is shaped by, these factors. The relationship I developed with Matson’s mother allowed me to know more about Matson’s experiences. This perspective revealed secret stories and counterstories.
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Handayani, Neng Erni, Husen Saeful Insan, and Farah Ruqayah. "LAYANAN RUMAH BELAJAR SEBAGAI MEDIA DALAM PEMBINAAN KREATIVITAS MEMBACA." Nusantara - Journal of Information and Library Studies 1, no. 2 (December 25, 2018): 177. http://dx.doi.org/10.30999/n-jils.v1i2.374.
Повний текст джерелаАнотація:
Layanan rumah belajar merupakan forum diskusi yang didirikan oleh sebuah komunitas yang di kenal dengan MAPUSTA (Masyarakat Perpustakaan) untuk membatu memberikan kebutuhan informasi bagi masyarakat. Program layanan rumah belajar menjadi salah satu media dalam pembinaan kreativitas membaca bagi peserta didik yang ikut bergabung dalam program tersebut di DISPUSIPDA. Tujuan penelitian untuk mengetahui layanan pada program rumah belajar sebagai media dalam pembinaan kreatifitas membaca. metode penelitian : kualitatif deskriptif dan studi kasus. Informan yang terdapat dalam penelitian ini dibagi menjadi 3 katogori yitu, 1. Peserta didik, 2. Fasilitator, dan 3. Komunitas Masyarakat Perpustakaan (MAPUSTA). Penelitian ini dilaksanakan di Dinas Perpustakaan dan Arsip (DISPUSIPDA) Jawa Barat. Dengan indikator yang terdapat pada penelitian ini seperti fungsi dan peranan program rumah belajar, faktor pendukung pada program rumah belajar, serta prantara sumber belajar yang terdapat pada program layanan rumah belajar. Dari hasil penelitian maka peneliti dapat menyimpulkan bahwa layanan pada program rumah belajar merupakan salah satu media dalam pembinaan kreatifitas membaca bagi peserta didik ABSTRACTHome learning services are a discussion forum founded by a community known as MAPUSTA (Library Society) to help provide information needs for the community. The home learning service program is one of the media in developing reading creativity for students who join the program at DISPUSIPDA. The purpose of the study was to find out the services in the learning home program as a medium in developing reading creativity. Research methods: descriptive qualitative and case studies. The informants in this study divided into three categories, 1. Students, 2. Facilitators, and 3. Community Library Community (MAPUSTA). This research was carried out at the West Java Library and Archives (DISPUSIPDA) Office. With the indicators contained in this study such as the function and role of home learning programs, supporting factors in the learning home program, and learning resources among the learning home service programs. From the results of the study, the researcher can conclude that services in the home learning program are one of the media in the development of reading creativity for students
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Rvachew, Susan, and Françoise Brosseau-Lapré. "A Randomized Trial of 12-Week Interventions for the Treatment of Developmental Phonological Disorder in Francophone Children." American Journal of Speech-Language Pathology 24, no. 4 (November 2015): 637–58. http://dx.doi.org/10.1044/2015_ajslp-14-0056.
Повний текст джерелаАнотація:
Purpose This study was designed to test the relative efficacy of different combinations of intervention approaches when targeting speech production accuracy and phonological awareness skills. All children received individual speech therapy, a home program, and a small-group phonological awareness intervention. Method Sixty-five 4-year-olds with a developmental phonological disorder received these intervention components in different combinations over 12 weeks, resulting in 4 groups: output-oriented individual intervention and articulation practice home program, output-oriented individual intervention and dialogic reading home program, input-oriented individual intervention and articulation practice home program, and input-oriented individual intervention and dialogic reading home program. Results A significant interaction of the individual treatment condition and the home program condition was observed for 2 outcome measures: targeted feature match (which reflected changes in speech production accuracy for features and word shape structures that were targeted in therapy) and explicit phonological awareness skills. Conclusion In this context, in which the children received a brief period of direct therapy and a home program component provided sequentially, the most effective strategy was to teach the parents to use treatment procedures at home that were congruent with the direct therapy component.
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Anandari, Christina Lhaksmita, and Yuseva Ariyani Iswandari. "EXTENSIVE READING IN INDONESIAN SCHOOLS: A SUCCESSFUL STORY." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 2 (August 7, 2019): 137. http://dx.doi.org/10.15639/teflinjournal.v30i2/137-152.
Повний текст джерелаАнотація:
The low level of literacy of the Indonesian students has become a major nation-wide concern in Indonesia. The 2015 PISA (Program for International Student Assessment) result showed that Indonesian students’ literacy level in English was one of the lowest in the world. Gerakan Literasi Nasional (GLN) was established in 2016 as one of the possible solutions to increase the Indonesian students’ literacy level. The extensive reading programs done in the schools and in the universities described here is in line with GLN’s vision and mission, in that the Extensive Reading programs and activities play a tremendous role in the schools’ and communities’ effort to create more established, well-planned actions to increase the students’ literacy level. Therefore, this paper will discuss two objectives: (1) describing steps to establish a successful Extensive Reading program at Indonesian schools and (2) reporting factors that contribute to the success of an extensive reading program. The findings of this research revealed how extensive reading activities supported the success of GLN through the creation of extensive reading programs within and outside the curriculum, and how schools and home literacy culture could be contributing factors to the success of this program.
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Dolman, Hayley, and Serena Boyte-Hawryluk. "Impact of the Reading Buddies Program on Reading Level and Attitude Towards Reading." Evidence Based Library and Information Practice 8, no. 1 (March 14, 2013): 35. http://dx.doi.org/10.18438/b8n89t.
Повний текст джерелаАнотація:
Objective – This research examines the Reading Buddies program at the Grande Prairie Public Library, which took place in July and August of 2011 and 2012. The Reading Buddies program pairs lower elementary students with teen volunteers for reading practice over the summer. The aim of the study was to discover how much impact the program would have on participating children’s reading levels and attitudes towards reading.
Methods – During the first and last sessions of the Reading Buddies program, the participants completed the Elementary Reading Attitudes Survey (ERAS) and the Graded Word Recognition Lists from the Bader Reading and Language Inventory (6th ed., 2008). Participants were also asked for their grade and sex, and the program coordinator kept track of attendance.
Results – There were 37 Reading Buddies participants who completed both the pre- and post-tests for the study. On average, the program had a small positive effect on participants’ reading levels and a small negative effect on their attitudes towards reading. There was a larger range of changes to the ERAS scores than to the reading test scores, but most participants’ scores did not change dramatically on either measure.
Conclusions – Although findings are limited by the small size of the data-set, results indicate that many of the Reading Buddies participants maintained their reading level over the summer and had a similar attitude towards reading at the end of the program. On average, reading levels increased slightly and attitudes towards reading were slightly more negative. Many factors could not be taken into account during the study (e.g., the amount of reading done at home). A study with a control group that did not participate in the program could help to assess whether the program helped to combat summer learning loss.
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Wilks, Ray T. J., and Valerie A. Clarke. "Training versus Nontraining of Mothers as Home Reading Tutors." Perceptual and Motor Skills 67, no. 1 (August 1988): 135–42. http://dx.doi.org/10.2466/pms.1988.67.1.135.
Повний текст джерелаАнотація:
The effectiveness of training mothers as home reading tutors was assessed using a sample of 42 mother-child pairs. The children were aged 8 to 9 yr. Analyses showed that the amount of time parents spent listening to a child read at home was positively related to both reading accuracy and comprehension scores. A short group-program training mothers as home reading tutors achieved the anticipated changes in mothers' behaviours: delayed intervention, increased use of meaning and contextual cues rather than direct word prompts, and greater use of praise. Children's reading accuracy was marginally improved and reading comprehension was significantly increased as a result of training the mothers as home reading tutors.
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Kim, YaeBin, and Teresa Byington. "Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics." Child Development Research 2016 (September 20, 2016): 1–10. http://dx.doi.org/10.1155/2016/4593167.
Повний текст джерелаАнотація:
The current study investigated the influence of the community-based family literacy program on parent’s and children’s engagement in family reading practices and language/literacy activities at home. Parent’s and children’s engagement in family reading practices and language/literacy activities based on different family characteristics and the lengths of program attended were compared. Six-week and four-week Family Storyteller Program for Preschoolers series were taught between 2013 and 2015. Three hundred seventy-five parents completed both presurveys and postsurveys. Parents showed promising results in enhancing parents’ and child’s engagement in family reading practices and language/literacy activities at home after participating in the intervention. It was also found that durations of the program and family characteristics were correlated to different outcomes.
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Rustab, K. E., and T. F. McLaughlin. "Reducing Inappropriate Behaviour in the Home with a Token Economy." Behaviour Change 5, no. 4 (December 1988): 160–64. http://dx.doi.org/10.1017/s0813483900007889.
Повний текст джерелаАнотація:
The effects of a token program implemented in the home by a teacher were examined. The effects of a home token program were evaluated using a multiple baseline design across reading, spelling and handwriting lessons while disruptive behaviour was recorded. The results indicated that inappropriate behaviours decreased when the token program was implemented. Follow-up data indicated some increase in inappropriate behaviours. Spelling performance was higher in the student's classroom during the token program in the home than during baseline. This indicated some generalisation from the home token program to academic responding in the classroom.
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Raciti, S., and P. Mathams. "Training parents as effective listeners of their children's reading." Queensland Journal of Guidance and Counselling 1 (October 1987): 1–10. http://dx.doi.org/10.1017/s1030316200000339.
Повний текст джерелаАнотація:
This study briefly outlines the results of a pilot project within the Bowen Special Education District directed to the training of parents as effective listeners of children's oral reading. The study assesses the relevant listening behaviours of two parents before, during and after being involved in a Parent Helper's Reading Program. The effectiveness of the program is generally evident from the observed improvement in listening behaviours demonstrated by the parents. Furthermore, the increased competency in listening behaviours by parents is paralleled by a simultaneous improvement in oral reading and comprehension performance by the target children. Also, the children's generalisation of skills from home to school is noted by both parents and teachers. Overall, this study suggests two significant implications to be considered within the context of existing reading programs utilising adult helpers. Firstly, the use of untrained helpers within school reading programs needs to be questioned. Secondly, the effectiveness of parent helper programs is dependent upon the level of follow-up and monitoring made available to program participants. While the limitations of generalising from a project using only two subjects is realised, the results suggest important areas for future investigations.
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Stahl, Steven A., and Kathleen M. Heubach. "Fluency-Oriented Reading Instruction." Journal of Literacy Research 37, no. 1 (March 2005): 25–60. http://dx.doi.org/10.1207/s15548430jlr3701_2.
Повний текст джерелаАнотація:
This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.
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Huang, Becky H., Lisa M. Bedore, Rica Ramírez, and Nicole Wicha. "Contributions of Oral Narrative Skills to English Reading in Spanish–English Latino/a Dual Language Learners." Journal of Speech, Language, and Hearing Research 65, no. 2 (February 9, 2022): 653–71. http://dx.doi.org/10.1044/2021_jslhr-21-00105.
Повний текст джерелаАнотація:
Purpose: The study examined the contributions of Spanish and English oral narrative skills to English reading among 95 early elementary dual language learners (DLLs) from Spanish-speaking homes in the United States. This sample of first- and third-grade DLL children attended Spanish–English dual language immersion programs and received language and literacy instruction in both English and Spanish. Method: All participants completed a storytelling task in both languages and two English reading tests in decoding and reading comprehension. The story narratives were analyzed for microstructures (number of different new words, lexical diversity [D], mean length of utterance, subordination index [SI]) using the Computerized Language ANalysis program. The narrative samples were also evaluated for macrostructures (i.e., discourse-level features) using the Narrative Scoring Scheme. Results: Grade, English D, and Spanish SI significantly predicted English reading. Grade level was the strongest predictor of the three for both decoding and comprehension. However, Spanish SI was more robust than English D for decoding whereas English D was a stronger predictor than Spanish SI for comprehension. Conclusions: Young DLL children's oral narrative skills in English as well as in their home language Spanish contributed to their English reading outcomes. The study further specified the contributions of narrative elements to different reading skills. Microstructural elements appeared to play a stronger role in English reading than macrostructural elements for DLLs in dual language programs in early elementary grades. The results provided support for the simple view of reading and the linguistic interdependence hypothesis . The results also implicated that maintaining young DLL children's home language skills may be beneficial, rather than harmful, to their English reading development.
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Hopkins, Billy L. "What's Going On…" Arithmetic Teacher 32, no. 8 (April 1985): 33. http://dx.doi.org/10.5951/at.32.8.0033.
Повний текст джерелаАнотація:
Elementary computer loan program. John H. Bayne Elementary School in Capitol Heights, Maryland, has implemented a program in which students can check out a computer for use at home. The three-component computer-literacy program is financed by a donation from Prescription Learning, an instructional firm in Springfield, Illinois. The program's components consist of computer literacy for kindergarten through second-grade students, skill reinforcement for students in grades four and six as a follow-up to reading and mathematics programs, and computer use at home for students in grades three and five. In the at-home component, students use the computers from four to six weeks. For more information contact Joyce Thomas, Principal, John H. Bayne Elementary School, 7010 Walker Mill Road, Capitol Heights, MD 20743 (301/336-1200).
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A Ghani, Muhammad Faizal, Mohd Fauzan Zulkifli, Norfariza Mohd Radzi, and Maszuria A. Ghani. "Issues of Reading Habits Among Malaysian Students: School and Home Perceptions." Journal of Islamic Education Research 2, no. 2 (December 24, 2021): 115–32. http://dx.doi.org/10.35719/jier.v2i2.154.
Повний текст джерелаАнотація:
Abstract: The purpose of this study is to analyze issues of reading habits among school students in Malaysia. This study used a qualitative method by conducting semi-structured interviews with school leaders, teachers, and parents in urban and rural areas. Sample selection used the purposive sampling method. Criteria in selecting study participants were position, teaching experience, background related to students' reading habits, and willingness to participate in this study. The findings of this study were analyzed using thematic methods. The analysis of the issues in urban areas resulted in five (5) themes for urban areas, while there were nine (9) themes for rural areas. These themes have been arranged according to the priority of the issue. The themes of issues faced in urban areas consist of (i) Students' Attitudes and Reading Awareness, (ii) Current Reading Programs Need to Be Improved, (iii) Changes in Reading Styles and Technological Developments, (iv) Aspects of Students' Environment That Do Not Support Reading Habits and (v) No Specific Time Allocation for Reading Activities. The results of the analysis of the findings of the study with participants in rural areas consist of (i) Lack of Family Support, (ii) No facilities, (iii) Students' Attitudes and Reading Awareness, (iv) Lack of Interesting Resources and Reading Materials, (v) Limited Reading Resources, (vi) Lack of Teacher Training on Reading Practice Skills, (vii) Aspects of Students' Environment That Do Not Support Reading Habits, (viii) Current Reading Program Need Improvement, (ix) No Clear Guidelines or Profile. The results of this study can serve as a reference, especially at the stakeholder level, such as for the District Education Office, School Administrators, Non-Governmental Organizations (NGOs) as well as for policymakers who may utilize the findings of this study to identify and improve the community and students in Malaysia as a reading community.
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Blum, Irene H., Patricia S. Koskinen, Nancy Tennant, E. Marie Parker, Mary Straub, and Christine Curry. "Using Audiotaped Books to Extend Classroom Literacy Instruction into the Homes of Second-Language Learners." Journal of Reading Behavior 27, no. 4 (December 1995): 535–63. http://dx.doi.org/10.1080/10862969509547898.
Повний текст джерелаАнотація:
The purpose of this study was to investigate whether home-based repeated reading with an audio model is a significant supplement to the literacy instructional program of second-language learners. It was hypothesized that beginning first-grade readers who spoke English as a second language would benefit from having daily access to repeated reading in their home environment. To provide this access, books that had been shared in school were given to students for daily home use. After home rereading routines were established, students were then given a tape recorder and audiotapes to accompany these books. This enabled students to hear the English storybook as they followed along looking at the printed text. Of specific interest in this study was the effect of repeated reading with an auditory model on first-grade students' reading fluency and self-monitoring behavior. Also of interest was the effect of this school/home reading activity on student reading motivation and behavior. This 19-week study employed a single-subject reversal design (ABA) with multiple baselines across individuals. Home-based repeated reading of books (A/Baseline) was compared to the home reading of books with audiotapes (B/Intervention). The study involved a single subject and four replications. Results from this study indicate that all five participating second-language learners received substantial benefit from the opportunity to practice reading books
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Kamensky, A. M. "PUPIL SELF-READING AT SCHOOL AND AT HOME." Vestnik Orenburgskogo gosudarstvennogo universiteta 229 (2021): 40–46. http://dx.doi.org/10.25198/1814-6457-229-40.
Повний текст джерелаАнотація:
The study examines the issues of introducing a student to independent reading, the development of the need for reading, the ability to choose the right book, and make the appropriate necessary selection of literature. Theoretical research showed the reading preferences of a modern child, a change in the circle of his reading interests. There are approaches to reading on electronic media and in the traditional “paper” format. The interrelation of reading and the child's desire for his own literary creation, the implementation of other types of creative activity is traced. Despite the decline in reading culture, children began to pay much more attention to reading. Large reading projects have emerged, such as Successful Reading, Time to Read, Good Lyre, etc. A national program for the support and development of reading for 2018–2023, Reading Childhood, has appeared. The Good Lyre project was conceived in our basic lyceum No. 590 in St. Petersburg. The essence of the project is to organize a literary competition for professional writers and to involve students, teachers and parents as a public jury to evaluate the works sent to the competition. Its main task is to familiarize schoolchildren with meaningful reading of modern prose, promote their mastery of the technology of independent book selection, and develop the ability to conduct a discussion on what they have read. During the implementation of the project, reading affects the personal development of the student, the formation of his individuality, the stimulation of such processes as self-knowledge, self-determination, self-development, self-realization.
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Alvear, Sandra A. "The Additive Advantage and Bilingual Programs in a Large Urban School District." American Educational Research Journal 56, no. 2 (October 1, 2018): 477–513. http://dx.doi.org/10.3102/0002831218800986.
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The current study analyzes the relationship between elementary school reading achievement and participation in the following language acquisition programs—transitional bilingual, developmental, two-way bilingual immersion, and English immersion. With a focus on the achievement of Spanish-dominant English learners, the study uses multilevel models to examine Spanish and English reading outcomes for evidence of an “additive advantage” associated with programs that pursue full proficiency in students’ home language and English. Set in a large urban school district in Texas, this research finds that participants in the most additive program, two-way, earned the highest Grade 5 English reading performance. In contrast, students in transitional and two-way programs demonstrated similar Spanish reading growth, and developmental students had significantly slower growth than transitional students.
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Solonenko, Vladimir K. "Programs about Books and Reading in Central Television." Bibliotekovedenie [Russian Journal of Library Science] 69, no. 4 (November 6, 2020): 387–97. http://dx.doi.org/10.25281/0869-608x-2020-69-4-387-397.
Повний текст джерелаАнотація:
For a long time, various programs about books and reading appeared on TV and then disappeared. They were lost in the TV broadcasting and programs among other programs, cinema films and TV movies. And when programs were closed, they were quickly forgotten. The purpose of this article is to reveal all such TV programs. The author studied the period of more than 50 years. The article gives the names of TV shows about books and reading, belonging to certain channels, and the time of airing. As possible, the author discloses their intent, concepts, content and the names of TV presenters. The sources for the article were weekly bulletins about TV programs, and in the last 30 years — also articles, notes, interviews in professional and general periodicals.In Soviet times, there were TV programs “In the world of books”, “Bookshop”, “Reading circle”. In 1978—1979, the TV presenter of the “Reading circle” was N.M. Sikorsky, then Director of the V.I. Lenin State Library of the USSR. In post-Soviet Russia, there got more broadcasts of that kind. These were both educational programs (“Book yard”, “Graphoman”, “Exlibris”, “Book storehouse”) and numerous commercial ones (“Bookstore”, “Home library”, “Bibliomania”, “World of books with Leonid Kuravlev”, “Book news”, “Book world”). The author gives more details are tells about the program “Graphoman”, which was invented and presented by A.N. Shatalov, the poet, critic and publisher. The program originated in 1994 and was broadcast on various channels for more than 10 years. Programs of the recent years are “Book for breakfast”, “Various Readings”, “Words order”, “Figure of speech”, “Pro-Reading”, “Book measurement”, “What to read?”. For over half a century, television actively supported the initiators and creators of various programs that promoted books and reading. This activity has slightly declined in recent years. But viewers continue to learn from the TV screen about new books and watch events in the book industry.
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Suciati, Titik. "MENINGKATKAN ANTUSIASME SISWA TERHADAP KEGIATAN BELAJAR DAN PEMBELAJARAN DI KELAS MELALUI PROGRAM LITERASI MEMBACA “TUNGGU AKU”." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 23, no. 2 (February 28, 2019): 314–26. http://dx.doi.org/10.24090/insania.v23i2.2303.
Повний текст джерелаАнотація:
Abstract: Reading Literacy Program "Tunggu Aku" conducted at MI Diponegoro 03 Karangklesem can increase students' enthusiasm in studying and learning in the classroom. From the three activities there was a collaboration between the teacher and guardians of the students to make this program successful. There are three activities in this literacy program that are reading activities, and pre-reading activities carried out with parents at home, as well as post-reading activities that will be carried out with the teacher at the school. Of the three activities above, the teacher uses post-reading activities to maximize this reading literacy program, which is to increase students' enthusiasm in studying and learning in the classroom. Post-reading activities conducted by teachers and students include: (1) developing imaginative thinking skills through storytelling; (2) developing students' thinking skills by playing word concept maps; and (3) developing children's thinking skills through playing letter patterns in words.
Keyword: Antusiasme Siswa, Kegiatan Belajar, Pembelajaran, Dan Literasi Membaca
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Justice, Laura M., and Helen K. Ezell. "Enhancing Children’s Print and Word Awareness Through Home-Based Parent Intervention." American Journal of Speech-Language Pathology 9, no. 3 (August 2000): 257–69. http://dx.doi.org/10.1044/1058-0360.0903.257.
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This investigation examined the efficacy of a home-based book reading intervention program for enhancing parents’ use of print-referencing behaviors and for stimulating children’s early literacy skills in the areas of print and word awareness. Participants included 28 parents and their typically developing 4-year-old children. Each dyad was assigned to a control or experimental group, using a pretest-posttest control group research design. Pretest measures of parents’ book-reading behaviors and children’s early literacy skills were collected. Each dyad then completed a home-based shared reading program, in which they read two books each week over a 4-week period. Parents in the experimental group were instructed to use nonverbal and verbal print-referencing behaviors in their reading sessions. Control group parents did not receive this instruction. Posttest measures found that parents in the experimental group showed a significant increase in their use of verbal and nonverbal references to print. Results also indicated that parental use of these print-referencing behaviors significantly enhanced their children’s early literacy skills in several areas of print and word awareness. Clinical implications of this intervention are discussed.
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Safira, Alfi Dwi, Irham Irham, and Arrahim Arrahim. "PROGRAM TAMAN BACA CAHAYA DALAM MENINGKATKAN MINAT BACA MASYARAKAT." An-Nizam 1, no. 1 (March 20, 2022): 15–23. http://dx.doi.org/10.33558/an-nizam.v1i1.3717.
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The COVID-19 pandemic has forced schools to study at home or study remotely. The Taman Baca Cahaya program aims to increase learning motivation and interest in reading while studying online (online). This program was implemented in a Cahaya Darussalam Housing RW.015/RT.002, Cijengkol Village, Setu District, on February 24-27 2022 called Taman Baca Cahaya. This dedication method uses participation action research. The creation and empowerment of Taman Baca Cahaya is planned for social reflection, participatory planning, and program implementation. The results of this service increase interest in reading and reduce the use of gadgets in children, a means of exchanging information, advancing the world of education and can be a motivation for children to develop reading and thinking skills to face future challenges.
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Setiyoningsih, Titi, Fikry Zahria Emeraldien, and Yanuar Bagas Arwansyah. "Analysis of Student Reading Interests During Learning from Home in the COVID-19 Pandemic." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 16, no. 1 (June 1, 2022): 54. http://dx.doi.org/10.24036/ld.v16i1.115455.
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Learning activities from home impacts changing students' lifestyles, especially reading activities. This study aimed to describe and explain reading interest among undergraduate students of the Indonesian Language and Literature Education Study Program (S-1 PBSI) of Universitas Sebelas Maret (UNS) while learning from home during the COVID-19 pandemic. This study was qualitative research with a descriptive survey method. The sampling technique was designed for S-1 PBSI UNS who are still active in the Academic Year 2021/2022. The data collection technique in this study employed a questionnaire consisting of five categories:1) attitudes toward reading, 2) reading preferences, 3) reading frequency, 4) reading sources, and 5) types of reading materials during learning from home. The following conclusions are reached as the research results and discussion. First, students still had an enthusiastic attitude towards reading activities while learning from home and reading anything, including books or academic material. Second, students preferred to read online with the fiction reading type in the form of novels rather than literary texts. Third, students' reading frequencies during learning from home were 30 minutes to 1 hour for 3–6 days a week. Students could read for more than one hour for fun, but only 30 minutes to 1 hour to read academic texts. Additionally, they could read 4–6 books in one semester. Fourth, students received online learning resources, mostly websites, and offline learning sources, primarily textbooks. Smartphones were the most commonly used reading media. Fifth, the majority types of student reading were novels.
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Fadri, Zainal. "Studi Terhadap Program Housing Bagi Kawasan Terdampak Perusahaan Tambang." Islamic Review: Jurnal Riset dan Kajian Keislaman 9, no. 2 (October 28, 2020): 299–320. http://dx.doi.org/10.35878/islamicreview.v9i2.212.
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Housing and its policy become an interesting issue for the study of social development programs. The CSR program in the housing sector is a form of company involvement in fulfilling access to housing needs as a social responsibility for the impact of company activities on the surrounding community. The method used in this paper is the method of literature or library research, namely by collecting reading material from books, as well as research journals on CSR programs in the housing sector, then analyzing with a qualitative approach so as to produce conclusions as a closing paper. The conclusions in this paper describe the CSR program in the housing sector of PT. Aneka Tambang was carried out in the Nanggung, sub-district of Bogor district. CSR activities are carried out through the home improvement competition program and the implementation of a healthy home improvement. CSR program in the housing sector by PT. Aneka Tambang is a form of company involvement in improving people's welfare as a joint commitment between the government, the private sector and the community.
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Wallace, Sarah E., Elena V. Donoso Brown, Anna Saylor, Erica Lapp, and Joanna Eskander. "Designing Occupational Therapy Home Programs for People With Aphasia: Aphasia-Friendly Modifications." Perspectives of the ASHA Special Interest Groups 5, no. 2 (April 24, 2020): 425–34. http://dx.doi.org/10.1044/2019_persp-19-00001.
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Purpose The purpose of this article is to describe aphasia-friendly modification for occupational therapy assessments and home programs aimed at addressing upper extremity impairments for people post stroke. Method This article examines a case study example from a larger study (Wallace, Donoso Brown, Saylor, & Lapp, 2018 ) that implemented aphasia-friendly material modifications into an occupational therapy home program. The participant was a 74-year-old man who survived a left hemisphere cerebrovascular attack 6 years prior to the study. The participant experienced upper extremity hemiparesis and aphasia post stroke and was appropriate for an occupational therapy home exercise program with aphasia-friendly modifications to facilitate comprehension of the home program. Aphasia-friendly modifications (e.g., gestures and visual aids) were made to assessments to support comprehension and participation. To support reading comprehension deficits during completion of the home program, the program materials had aphasia-friendly modifications, such as modified text, supportive images, and reduced cognitive load of exercises. Finally, research team members used supported conversational techniques during all study procedures. Results At the end of the home program, an interview with the participant revealed several outcomes regarding the home program and the aphasia-friendly modifications. The participant reported pictures and reduced text to be beneficial in understanding the instructions. He also indicated that he enjoyed completing the exercises independently (i.e., outside of a therapy office). The participant's motor function demonstrated changes in a positive direction, although not greater than the minimally detectable change for performance-based measures. Conclusions Aphasia-friendly modifications (e.g., modifying text, adding supportive images, and using gestures) were found to be supportive of participation in assessments for and creation of an upper extremity home program. Speech-language pathologists can support the participation of people with aphasia through interprofessional collaboration and consideration of environmental adaptations.
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Adhikari, Praja, and Elizabeth Gollub. "Evaluation of the Small Changes, Healthy Habits Pilot Program: Its Influence on Healthy Eating and Physical Activity Behaviors of Adults in Louisiana." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (March 4, 2021): 251–62. http://dx.doi.org/10.3390/ejihpe11010019.
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The community-based Small Changes, Healthy Habits (SCHH) program was developed to teach skills and techniques to help adults in Louisiana make and maintain small behavioral changes in their food selection, preparation, and consumption, and in physical activity routines. The content of this four-week program included habit formation and goal setting techniques; physical activity guidance; strategies for a healthier home food environment; a grocery store tour focused on label reading for healthier food selections; basic knife and cooking skills. The program was piloted at ten sites throughout the state. A survey with 14 core items was applied before and after the program to evaluate participant acquisition of skills and behaviors associated with topic areas. A total of 47 participants provided complete data sets. Post-program, these participants reported increased confidence in preparing healthy meals at home (p = 0.04); changes in fats (p = 0.03) and salt (p = 0.01) intake; increased frequency of reading nutrition labels (32%); decreased frequency of meals eaten outside the home (Improvement Index = 0.27); and decreased time/day spent sitting (p < 0.05). These short-term results suggest that the SCHH program has potential to positively affect healthy eating and to reduce sedentary behaviors, both of which are fundamental to good health and wellness.
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Makrufi, Anisa Dwi, and Astriani Astriani. "Islamic Education Values in the Implementation of ‘Gernasbaku’ in Muslim Families." Journal of Contemporary Islamic Education 2, no. 2 (July 28, 2022): 121–30. http://dx.doi.org/10.25217/jcie.v2i2.2530.
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The low literacy rate in Indonesia has attracted the attention of social elements, from the roots to the top of the leadership. The government is trying to improve literacy by launching the Gernas Baku program (National Movement for Parents to Read Books) to get children to like reading from an early age. This study aims to identify the value of education in the Gernas Baku program implemented by Muslim families of female lecturers at the Faculty of Islamic Studies, UMY. This study uses a qualitative approach with data collection techniques through interviews and documentation. The results showed that: 1) Gernas Baku program aims to support the initiative and active role of families in growing children's interest in reading through habituation at home; 2) Successful reading habits are supported by facilities provided by the family such as a reading corner or library at home, and children are invited to various places related to literacy; 3) Achievements from early childhood female lecturers of FAI UMY aged 2-4 years who have the characteristics of being honest, caring socially, being curious, appreciating achievements and liking to read; 4) Supporting factors for the Gernas Baku program are the cooperation of both parents, the interest and awareness of parents in reading assistance so that children can read and review the contents of the books they read. While the inhibiting factor is the lack of consistency of parents in providing assistance.
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Romero-González, Marta, Rocío Lavigne-Cerván, Marta Sánchez-Muñoz de León, Sara Gamboa-Ternero, Rocío Juárez-Ruiz de Mier, and Juan Francisco Romero-Pérez. "Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age." International Journal of Environmental Research and Public Health 18, no. 6 (March 17, 2021): 3085. http://dx.doi.org/10.3390/ijerph18063085.
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(1) Background: the objective of this study was to improve certain psycholinguistic and cognitive skills that are fundamental to the development of the reading process, such as phonological awareness, reading decoding, vocabulary and oral narrative comprehension, through the introduction of an Home Literacy Environment Active (HLE(A)) program that involved 54 participants enrolled in the first and second grades of elementary school (from 6 to 8 years old) in the city of Malaga area. (2) Methods: The central task of the intervention program was for the child to read aloud to an adult in the family for between 10 and 15 min, four days per week. In addition, the school students were evaluated on four occasions, at the beginning and end of each academic year, using the Batería de Evaluación de los Procesos Lectores Revisada, Test para la Detección de la Dislexia en niños and Escala Weschsler de Inteligencia instruments. (3) Results: the results demonstrated the efficacy of the HLE(A) program in the improvement of psycholinguistic and cognitive variables measured and, consequently, to an improvement in reading learning and cognitive development. Ultimately, the scientific literature on the subject and the data from the study led us to suggest that it would not only be beneficial for HLE(A) programs to be instituted in early childhood education stage (up to 6 years of age), but that they should be continued after age 6, in elementary education.
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Khoo, Elaine, and Xiangying Huo. "The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning." Journal of Teaching and Learning 16, no. 2 (September 8, 2022): 67–85. http://dx.doi.org/10.22329/jtl.v16i2.7022.
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International students with low academic English proficiency face challenges with reading their course materials and writing assignments. Their challenges are exacerbated during remote learning, as they remain in their home countries, immersed in their home languages, which may be quite distant from academic English. To investigate the effects of culturally responsive pedagogy for international students online, quantitative and qualitative data were collected from a learner-driven, instructor-facilitated (LeD-InF) support program at a large university in southern Ontario. This fully online delivery of the Reading and Writing Excellence (RWE) program was re-envisioned from a long-running co-curricular program that addressed students’ academic English reading, writing, and critical thinking needs. Among eight groups (with the total enrolment of 154) in the Fall 2020 academic term cycle and nine groups (with the total enrolment of 226) in the Winter 2021 academic term cycle of the online RWE program, the intervention groups that were additionally supported with culturally responsive pedagogy had the highest volume of writing output and engagement metrics among all groups. The text data (of student voices and experiences) also reinforces the efficacy of culturally responsive pedagogy in facilitating student experience, constructing identities, promoting learner agency, increasing satisfaction, improving students’ perceptions of learning, and realizing transformative inclusivity.
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Knauer, Heather A., Rose M. C. Kagawa, Armando García-Guerra, Lourdes Schnaas, Lynnette M. Neufeld, and Lia C. H. Fernald. "Pathways to improved development for children living in poverty." International Journal of Behavioral Development 40, no. 6 (July 9, 2016): 492–99. http://dx.doi.org/10.1177/0165025416652248.
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Conditional cash transfer programs (CCTs) have shown mixed effects on child development outcomes in the context of poverty. Direct parenting support integrated with CCTs may improve the effectiveness of CCTs for children’s development, and benefits could occur via improvements in parenting practices or the home environment. Here, we use data from a randomized effectiveness trial to examine the pathways connecting parenting support and child development. The parenting program ( EI: Educación Inicial) was implemented at scale among beneficiaries of Prospera (a CCT, previously Oportunidades and Progresa). Participants included children between the ages of 3 and 5 years old ( n = 1,362) from 91 rural communities in three Mexican states. Communities were stratified by indigenous classification and randomized to one of three arms: (T0) Comparison group (CCT benefits only); (T1) CCT benefits plus availability of EI in the community; or (T2) CCT benefits plus promotion and encouragement by the CCT program to participate in EI. Findings were that participation in the T2 arm of the study was associated with a 13% increase in the number of play activities that parents engaged in with their children, particularly shared storybook reading and singing. Parents in T2 showed nearly two times greater odds of reading daily to their children. In mediation analyses, the amount of play activities and shared book reading explained up to 32% of the effects of the EI parenting program on child development outcomes. In this study, collaboration and integration of two social programs was critical for program impact, which occurred through pathways relating to parental engagement in reading and play.
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Bogel, Gayle. "Public Library Summer Reading Programs Contribute to Reading Progress and Proficiency." Evidence Based Library and Information Practice 7, no. 1 (March 9, 2012): 102. http://dx.doi.org/10.18438/b8g898.
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Abstract
Objectives – To explore summer reading partnerships between public libraries and school libraries, and the impact on student achievement in reading.
Design – The design is mixed methods: tests, interviews and surveys.
Setting – Eleven US sites involving school and public library partners.
Subjects – A total of 357 elementary school students entering fourth grade that met specific criteria. Parents, teachers, school librarians and public librarians were also included.
Methods – This study occurred over a three year period from 2006-2009. It was developed as a partnership between Dominican University, the Colorado State Library Agency and the Texas Library and Archives Commission. Additionally, the Center for Summer Learning at Johns Hopkins University was contracted to conduct the research. It was designed to explore the research question central to a 1978 study by Barbara Heyns.
An advisory committee, with representatives from each partner agency, developed evaluation questions and established the objective selection criteria for participants in the study. The criteria included: at least 50% of students qualifying for free and reduced price meals; at least 85 percent of school population would take the reading proficiency test in English; public library summer reading programs with a minimum of six weeks of programming; a history of collaboration between the paired school and public library applicants; both school and public library would sign a partnership agreement and participate in conference calls.
In spring of 2008, students at participating sites were given a pre-test using the Scholastic Reading Inventory, and also provided with special summer reading logs developed for the study, to be used during their subsequent participation in the public library summer reading programs.
In fall of 2008, the same children were tested on the Scholastic Reading Inventory. In addition, surveys of students, parents, teachers and library staff were administered, as well as a structured interview of library staff.
Main Results – The students who participated in the public library summer reading program did not experience summer loss in reading as measured by the post test administered in their schools.
The researchers note patterns in the demographics of students who chose to participate (participation was self-selected and voluntary): predominantly Caucasian girls above poverty level, who generally scored well on reading tests. Those who participated in the study also used libraries, had more books in their homes, and parents who used libraries and provided literacy activities at home.
Teachers found that students who participated in the program started the school year ready to learn, had improved reading achievement and displayed stronger motivation, enjoyment and confidence in reading. Parents of students who participated in the program also strongly agreed that their children where better prepared to begin the school year.
Conclusion – The results from this study confirmed findings from an earlier study (Heyns, 1978) and subsequent related research that summer reading programs in public libraries can contribute to maintaining reading progress and proficiency, and that the recreational reading that is available to all students regardless of socioeconomic status through the public library can make a difference in reading scores.
In this article the researchers presented results and conclusions based on selected subsets of the results in the full study. The participants were self-reported and no control group was established.
The researchers also use the results of the study as a starting point to provide a call to action that highlights the value of public library summer reading programs, and the need for the education community to invest in partnerships with public libraries, particularly in communities that serve children and families in low-economic or depressed areas. They also note the need to include parents and grandparents in outreach efforts.
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Cheon, JiHye, Young Tae Kim, and Youngmee Lee. "The Effects of Reading Fluency Intervention via Tele-practice Parent Coaching on Parent’s Intervention Strategies and the Reading Fluency Skills of Children with Cochlear Implants." Communication Sciences & Disorders 27, no. 1 (March 31, 2022): 220–38. http://dx.doi.org/10.12963/csd.22876.
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Objectives: The purpose of this study was to investigate the effectiveness of tele-practice parent coaching on parents’ intervention strategies and the reading fluency skills of children with cochlear implants (CIs).Methods: Five dyads of mother and child with CIs participated in this study. Five Korean second graders with cochlear implants participated in reading fluency tasks individually. All of them had reading fluency difficulties. We examined the efficacy of tele-practice parent coaching program for children with CIs by employing a pretest-posttest-maintenance design.Results: The parents demonstrated increases in their use of each reading intervention strategies after parent-coaching instruction. Post and maintenance of intervention strategies use in the home was sustained; indicating that parent coaching routines are effective to achieve maximal outcomes. All children demonstrated gains in their use of reading fluency skills.Conclusion: The results show that the parent coaching delivered through tele-practice had positive effects on parents’ learning behaviors and the reading fluency of children with CIs. This study provides useful information for developing parent coaching programs in terms of the reading fluency skills of children with CIs. Thus, the implementation of developing parent programs in the field of communication disorders is suggested.
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Montgomery, Amanda, and Kathryn M. Smith. "Together in Song: Building Literacy Relationships with Song-based Picture Books." Language and Literacy 16, no. 3 (November 24, 2014): 27. http://dx.doi.org/10.20360/g23886.
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This action research study provided a collaborative social space in which to examine the intersection of shared singing/reading, emergent literacy, and family literacy. In particular, the significance of home literacy engagement with song-based picture books was investigated through the core action of a non-deficit, school-based family literacy program. Data were collected via parent/guardian journals that documented intergenerational home literacy engagement over a two-month period. Findings revealed that shared singing/reading with song-based picture books provided rich opportunities for families to build joyful, literacy relationships while providing kindergarten-aged children with meaningful experiences with text.
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Kim, Saet-Byeol. "Development and Effect of a Reading Program on the High School Home Economics Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 8 (April 30, 2020): 945–73. http://dx.doi.org/10.22251/jlcci.2020.20.8.945.
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Phillips, Linda M., Stephen P. Norris, and Jana M. Mason. "Longitudinal Effects of Early Literacy Concepts on Reading Achievement: A Kindergarten Intervention and Five-Year Follow-up." Journal of Literacy Research 28, no. 1 (March 1996): 173–95. http://dx.doi.org/10.1080/10862969609547915.
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The effects of a literacy intervention in kindergarten were measured using a control-group design. Three treatment groups were taught using beginning-reading booklets to complement the authorized language program. One group used the booklets at home; the second, both in school and at home; and the third, in school only. Data were gathered at the beginning of kindergarten and at the end of kindergarten, first, second, third, and fourth grades. Results indicated that children's knowledge of early literacy concepts increased during kindergarten, and that this improved students' reading achievement for the next 4 years. Effects were strongest and longest lasting for the in-school group.
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Nurdin, L., and Arina Faila Saufa. "Home Libraries and their Roles in Social Changes among Rural Communities in Indonesia." DESIDOC Journal of Library & Information Technology 40, no. 06 (December 3, 2020): 353–59. http://dx.doi.org/10.14429/djlit.40.06.15684.
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The main aim of this paper is to explore home libraries’ involvement in social changes in the rural area of Kepek, Gunungkidul, Yogyakarta. These home libraries mainly work as a collection provider at every house managed by a reading centre known as TBM (Community Reading Garden). This research used conceptual frameworks of social changes based on Ogburn and Bourdieu. Qualitative method was used to collect data using observation, interview, and documentation. The collected data was analysed through Miles and Huberman model including display, reduction, and conclusion/verification. The findings show that social changes occur through four phases, namely invention/discovery, diffusion, accumulation, and adaptation. These changes also found dynamic contestation between agency and structure in the home library program. The contestation creates dynamics in education and economy among actors in Kepek communities.
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Ghazali, Muhammad, Disniarti Disniarti, Putri Hana Pebriana, Afif Alfiyanto, and Fitri Hidayati. "Implementation of the Qur'an Reading and Writing Program to Increase Children's Interest in Reading the Qur'an During the Covid-19 Pandemic." EduLine: Journal of Education and Learning Innovation 2, no. 3 (September 26, 2022): 350–57. http://dx.doi.org/10.35877/454ri.eduline1281.
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This study aims to determine children's interest in the implementation of the RWA (Read-Write Al-Qur'an) program during the Covid-19 Pandemic at the Qur’anul Karim recitation center RT 09 Village 12 Ulu Palembang City. This study uses qualitative research with a descriptive approach which is research that seeks to describe the events and events that take place at the time of the study in accordance with what they are. Based on the results of the study it can be concluded from the RWA program using the Iqra method can increase the interest of students in reading the Qur'an and writing the letters of the Qur'an correctly and neatly. In addition, students can memorize a number of short letters, certain verses, and daily prayers. so they can read their prayers well and get used to living in an Islamic environment. Supporting factors in the implementation of the Qur'an Reading and Writing Program are 1) the policy of village administrators and community leaders in the 12 Ulu sub-district to allow researchers to use Balai as a place for program implementation; 2) The Al-Qur'anul Karim Study Center is equipped with three fans that cool the room so that teachers and children feel comfortable; 3) The Qur'an is available quite a lot; 4) A room that has several windows so that the lighting from the sun is perfect; 5) Availability of places to wash hands; 6) Cleaning tools such as brooms, shovels, buckets and so on are available to facilitate cleaning after using the Hall; and 7) Children who take part in the Al-Qur'an Reading and Writing Program often come on time. While the inhibiting factors are 1) fewer children are coming because children start the new school year by studying online at their respective homes. ; 2) some children are not fluent in reading the Qur'an or Iqra, and some have forgotten how to read the Qur'an or Iqra because they never repeat it at home; 3) When writing the letters that are exemplified, some of the children's writing is not neat, careless, irregular and sometimes wrong in writing.
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Amorim, Americo N., Lieny Jeon, Yolanda Abel, Eduardo F. Felisberto, Leopoldo N. F. Barbosa, and Natália Martins Dias. "Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool." Educational Researcher 49, no. 3 (March 9, 2020): 188–97. http://dx.doi.org/10.3102/0013189x20909824.
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The increased use of smartphones and tablets sets the stage for new mobile-based educational programs that seek to increase student learning and engagement in school and at home. This study examines the effectiveness of Escribo Play, a game-enhanced educational program, on preschool students’ phonological awareness, word reading, and writing skills. The randomized controlled trial was conducted with 749 students from 62 classrooms from 17 schools located in five cities. Quantitative pretesting and posttesting procedures using standardized instruments were employed. The results indicate that the experimental classrooms that used the 20 games for 3 months gained 68% in their reading scores compared to control classrooms ( d = .40). They also gained 48% more in writing scores ( d = .20). Multilevel analysis indicated that these findings were statistically significant.
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Jung, Seokyung, and Seunghee Kim. "The development and application of a parent education program about reading books activities for parents with young children." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 603–21. http://dx.doi.org/10.22251/jlcci.2022.22.13.603.
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Objectives This study developed and investigated the effects of a parent education program about reading books activities for parents with young children. Methods Researchers developed a parent education program about reading books activities for parents with young children according to a 5-step process. The effects of the program were observed from fifteen parents of S preschool(experimental group) and fifteen parents of H preschool(comparative group). The experimental group participated in the parent education program about reading books activities for parents with young children, and the parents of the comparative group read books to their children at home freely. The effectiveness verification of the program was conducted for eight weeks from the 19th of July to the 17th of September in 2021 using a contact or contact-free way. Results The parent education program about reading books activities for parents with young children was composed of the contents and teaching-learning methods for parents with young children to interact with their children effectively, to improve maternal efficacy, and to promote their children’s language development. The results of this study showed that the scores of the parents’ maternal efficacy, the interaction between parents and their young chidlren, and young children’s vocabulary were meaningfully increased. Conclusions This study provided the information about a parent education program toward increasing parents’ maternal efficacy, the interaction between parents and their young chidlren, and young children’s vocabulary by demonstrating the educational effects of a parent education program about reading books activities for parents with young children. It was significant that this study suggested an effective parent education program to promote young children’s development and increase parents’ maternal efficacy.
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Tri Yudha Setiawan. "Analysis of Literacy Implementation in Class VI Elementary School." Lentera: Jurnal Ilmiah Kependidikan 1 (August 31, 2022): 264–66. http://dx.doi.org/10.33654/iseta.v1i0.1670.
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Literacy program for students is very important to be implemented in schools. Reading activities need to be cultivated and accustomed to both at school and at home. The literacy program aims to increase interest in reading for students. Not only reading but understanding what he reads. Reading is an interpreting activity to obtain information based on the writing submitted by the author. This research was conducted in class VI SDS Jai Nalanda Jambi City. This study uses a qualitative approach with a descriptive type of research. Data analysis in this study consisted of 3 stages, namely data reduction, data presentation and conclusions. In this study, the researcher acted as an instrument. The results showed that the implementation of literacy in class VI consisted of three stages, namely the habituation stage, the development stage and the learning stage. The factors that influence the implementation of the literacy movement in class VI are divided into 2, namely internal factors and external factors. The internal factor is that students have a low reading interest. External factors are reading materials that are less varied, the influence of technology and family attention.
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Hamdiah, Hidayatul, and Nik Mohd Rahimi Nik Yusoff. "Economic Factor and Reading Habit: A Survey of Students’ Reading Habit in East Lombok, West Nusa Tenggara, Indonesia." Bulletin of Community Engagement 1, no. 2 (July 7, 2021): 94. http://dx.doi.org/10.51278/bce.v1i2.233.
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Indonesia has a School literacy Movement Program but the government rarely to survey to know the condition of students’ reading habit in eastern of Indonesia especially East Lombok, West Nusa Tenggara, Indonesia. Therefore, this research is a survey study aims to investigate students reading habit based on their description as readers and to investigate the factor (parents’ income) influence students’ reading habits of East Lombok, West Nusa Tenggara, Indonesia. This is survey design. Survey research design is quantitative research to investigate the entire population of individuals to report the population's characteristics, behaviors, attitudes, and opinions. Convenience sampling was used and the sample was 160 students. Frequency and Pearson Chi-square test used to analyze the data and it found that east Lombok students are "Purposeful readers" and there is an association between an economic factor and students' reading habit with small effect size. This study agrees that parent economic factors influenced student reading because a good economy of the family affects facilities of reading materials provided at home with comfort reading conditions that help in nurturing the reading habit. The implication can be used also as data references to have another literacy program and activity for the government, teachers, parent, and further researcher.
Keywords: Reading Habit, Economic Factor, Survey, Student’s Reading Habit, Parent’s Income, Indonesia
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Maher, Marguerite. "Home-School Partnership within Mathematics Intervention." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 48–58. http://dx.doi.org/10.1177/183693910703200308.
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THE NUMERACY PROJECT, as implemented in New Zealand, aims to enhance the numeracy achievement of all students and to foster parental involvement in their children's mathematics learning. This paper reports the findings of a study that took place at a high socioeconomic status primary school in New Zealand with teachers and parents of Years 1 and 2 students. Findings showed that teachers felt more confident in their ability to teach literacy than to teach numeracy. They also believed they were not fully meeting the needs of the lower achievers in mathematics. Partnership with parents in the teaching of reading was well-established but was less apparent in mathematics. Parental involvement was seen to be a dynamic force in the progress of those students who took part in a mathematics intervention program. Results from the mathematics intervention are reported.
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Sugiarsih, Septia. "PENINGKATAN KETERAMPILAN MEMBACA MELALUI DROP EVERYTHING AND READ (DEAR) PADA SISWA SEKOLAH DASAR (MI)." Al-Bidayah : Jurnal Pendidikan Dasar Islam 9, no. 2 (January 17, 2018): 47. http://dx.doi.org/10.14421/jpdi.2017.0902-05.
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Reading skills in elementary school are the foundation of student learning success. Unfortunately, the reading skill of elementary school students in Indonesia has a low tendency. The result of PIRLS research shows that the reading skill of fourth grade students of elementary school in Indonesia ranks 41 out of 45 countries. The results of EGRA’s research show that 50% of the 4323 third graders of elementary school in Indonesia can read, but only half of that number who really understand what is read. Based on these facts, it is required an effort to improve the reading skills of elementary school students in Indonesia. One effort that can be done to improve the reading skills of elementary school students is through DEAR (Drop Everything and Read) which means leave all the activity and read. DEAR can be used as a program of reading habit among students through routine program. Implementation of DEAR in elementary school can be done by taking a moment in the morning at about 15-30 minutes to leave all activity to read. DEAR is implemented by all school residents whether students, teachers, or employees. The reading material in DEAR is self-selected by students who match their interests and ability levels. DEAR makes students happy to read, like reading, accustomed to reading, and make reading as a requirement so as to create a culture of reading in each student either in school or at home. Through DEAR students’ reading skills will increase.
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Erwinsah, Erwinsah, Mutsyuhito Solin, and Abdurrahman Adisaputera. "The Concept of School Literacy Movement Through Reading Time at SDIT Raudaturrahmah Pekanbaru." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 1 (March 1, 2019): 145–57. http://dx.doi.org/10.33258/birle.v2i1.204.
Повний текст джерелаАнотація:
Reading time is a practice carried out by the school to support the literacy movement in Pekanbaru's Raudaturrahmah SDIT school, the program is held on Friday after Friday prayers, students are provided with 40 minutes of reading any books in school, and students bring books from home, and each week students have to report to the class teacher the results of the books they read, and at the end of each semester the class teacher reports to the school head as a result of reading time. The aim of this research is to improve the literacy culture in education system. This research used a qualitative descriptive study, namely research that intends to understand the phenomenon experienced by research subjects holistically by describing it in the form of words in a specific natural context and by utilizing various natural methods as well. The result is The GLS concept applied by SDIT Raudaturrahmah Pekanbaru is at the stage of developing GLS, and has a special GLS program that is reading time which is held every Friday with a time allocation of 30 minutes.
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Kanık Uysal, Pınar, and Asiye Duman. "The effects of fluency-oriented reading instruction on reading skills." Pegem Eğitim ve Öğretim Dergisi 10, no. 4 (October 9, 2020): 1111–46. http://dx.doi.org/10.14527/pegegog.2020.034.
Повний текст джерелаАнотація:
The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the Fluency-Oriented Reading Instruction method, which is a classroom-based approach for students at different reading levels involving the collective use of multiple reading fluency methods and applications for the whole class, was applied to the experimental group. “Error Analysis Inventory”, “Reading Prosody Rubric”and, "Reading Comprehension Test" were used as data collection tools, "Personal Information Form" was used to determine demographic features, and “Self, Peer and Group Assessment Forms” were used for the students to assess themselves and their peers. The one-way analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) were used in the analysis of the data obtained in the study. While the findings obtained revealed significant differences in favor of the experimental group in the students' narrative and informative text reading speed, reading prosody and reading comprehension scores, no significant difference was found between the experimental group and the control groups in terms of word recognition levels. The findings obtained from the present study have shown that Fluency-Oriented Reading Instruction, which is carried out with reader’s theater, paired reading, model reading with audiobooks and home reading, affects the reading performances of students.
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Silawati, Endah, Tita Mulyati, and Tita Mulyati. "Developing Integrated Program To Empower Society In Supporting Children’s Literacy Practices: An Overview From A Village In Indonesia." Jurnal VARIDIKA 33, no. 1 (July 30, 2021): 1–10. http://dx.doi.org/10.23917/varidika.v33i1.13023.
Повний текст джерелаАнотація:
Literacy skills of Indonesian students in every level are still low compared to other ASIAN countries. To overcome this problem, Indonesian government has developed many programs in improving literacy skills. However, the program has not given significant result since it is only done in formal school. Whereas current studies show that children developed the embryonic knowledge that leads to official literacy skills in their early childhood period at home and Early Childhood Education centre long before they enter formal school. Therefore, it is needed comprehend studies of early literacy development program in Indonesian setting involving the family and society to improve the literacy skills of the children. Therefore, this study describes strategies to strengthen literacy practices for children at home setting and society in one of Indonesian villages through Participatory Action Research (PAR) method. Focus group discussion (FGD) which involved 30 parents, 3 kindergarten teachers and 3 childrens as participants becomes the main technique in gathering the data. In addition, interview was also conducted to get deeper information from particular participant. Furthermore, based on FGD, there are some factors that could strengthening literacy practices for the children such as, good library facilities, varied and sustainable library programs, improving parents’ skills on literacy stimulation techniques for children and providing literacy community at rural area level. Moreover, as a result of FGD activities, the participants and facilitators developed a program called “Pohon Literasi (Literacy Tree).” Then, this program was implemented in three cycles. Each cycle took one week period of implementation. In conclusion, this program could increase reading interest of children and family members.
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Vázquez-Cano, Esteban, José Gómez-Galán, Alfonso Infante-Moro, and Eloy López-Meneses. "Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa." Sustainability 12, no. 2 (January 20, 2020): 749. http://dx.doi.org/10.3390/su12020749.
Повний текст джерелаАнотація:
This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of each variable in the model for each country. The results show that the reading score increases according to the variable for type and quantity of devices at home but falls drastically in all 21 countries when the “SumIC001” variable exceeds 15 points. Our research also found that the two activities that most negatively impacted reading performance if done on a regular basis were “playing online games via social networks” and “uploading your own created contents.” These results would seem to confirm that the non-sustainability and prolonged use of technology outside school is objectively negative for the development of reading competence in young people.
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Logan, Jessica A. R., Jaclyn M. Dynia, Laura M. Justice, and Brook Sawyer. "Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence." Learning Disability Quarterly 42, no. 3 (July 31, 2018): 135–46. http://dx.doi.org/10.1177/0731948718786231.
Повний текст джерелаАнотація:
The overall purpose of this study was to examine caregivers’ adherence to a storybook-reading intervention using latent class analysis (LCA). This study also examined whether adherence was related to child and family characteristics including children’s language ability, caregiver education, and whether the child has a disability. Caregivers of children with language impairment ( N = 695) were provided with a book per week and were encouraged to read the book twice a week. Results of the LCA indicated that there were four profiles of caregivers’ adherence: sporadic, late dropout, completers, and early dropout. Completers were so-named because they adhered to study activities for the duration, completed the study as designed. These caregivers represented one third of participants, whereas dropouts (both early and late) represented the majority of caregivers (51%). This study found no reliable differences in the adherence patterns for caregivers of children with a disability and their typically developing peers. However, children who had better language skills also had significantly higher probability of continued caregiver adherence. Implications for educational research are discussed.
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Yuliyati, Devi, and Febrina Dafit. "Pelaksanaan Program Gerakan Literasi Sekolah (GLS) di SDN 014 Kota Bangun." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (October 17, 2021): 601–16. http://dx.doi.org/10.37680/qalamuna.v13i2.1045.
Повний текст джерелаАнотація:
This study aims to determine the implementation of the School Literacy Movement (GLS) program at SDN 014 Kota Bangun, Tapung Hilir District, Kampar Regency. The research method used is descriptive qualitative using interview, observation and documentation techniques with predetermined informants, namely the principal, vice principal, class teacher, and student representatives. The results of this study indicate that literacy activities at SDN 014 Kota Bangun cannot be said to be a entrenched habit, but have been included in efforts to foster a literacy culture. Although there have been other efforts in the form of literacy development and learning in each subject as an advanced stage of the implementation of the school literacy program carried out by teachers, it has not been carried out consistently and sustainably. interest. There are supporting factors, including good cooperation between schools and parents, even parents also provide input in making reading corners. There are inhibiting factors, among others, regarding the facilities and infrastructure to support literacy activities, the problem of participation of some teachers, and the activity of some classes.
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Nursyamsiyah, Siti. "Home Visit As A Learning Advisory Service Model In The Covid-19 Pandemic Time." International Social Sciences and Humanities 1, no. 1 (January 31, 2022): 56–64. http://dx.doi.org/10.32528/issh.v1i1.43.
Повний текст джерелаАнотація:
During the Covid-19 pandemic, home visits were a solution in providing tutoring services at Elementary School Muhammadiyah Kasiyan, Puger District, Jember Regency. This activity is carried out through planning, implementing, evaluating, controlling programs and making activity reports. In supporting the success of this school program, it is necessary to have interactive communication between teachers and students. Furthermore, family support is needed to create a comfortable family environment in learning. The impacts of the home visit are increasing the knowledge and changing students’ behavior in term of habit of worship as well as the fluency in reading the Al-Quran. The inhibiting factors for this activity are the students' lack of awareness to learn, the less parental support, the television shows, the playmates, the schedules that have not been agreed yet and the lack of teacher commitment in teaching.
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Iskandar, Trias Pyrenia, Charisma Asri Fitrananda, Yogi Mochamad Yusuf, and Rasman Sonjaya. "Video and Film Editing Training for Literacy Activist at Home Reading Kali Atas, Cicalengka." MITRA: Jurnal Pemberdayaan Masyarakat 3, no. 1 (May 20, 2019): 83–92. http://dx.doi.org/10.25170/mitra.v3i1.503.
Повний текст джерелаАнотація:
Videos and movies can be categorized as one of mass media in conveying messages to society. One of the important processes in video or film making is the editing process.The community service reported in this paper aimed to provide a training on film and video editing for literacy activists at the Kali Atas Community House of Reading, Cicalengka. Based on the analysis of the conditions faced by the participants, it was decided that the community service program should not only focus on increasing people's reading interest, but should also include activities that support the creativity of the community. The specific target expected from the training was to increase the participants’ creativity demonstrated by their ability to create video content that can attract people's reading interest. The film and video editing training was implemented for 3 weeks, starting from surveys, interviews, activities, evaluations, to final report. As a result of this activity, literacy activists who belonged to the Kali Atas Community House of Reading, Cicalengka, showed that they were able to produce a video that contained useful information for literacy promotion activities and this video was later uploaded on social media such as YouTube, Facebook, and Iinstagram. We recommend that this activity be continued to support literacy activities in Cicalengka such as discussion on media literacy, mural painting as well as more advanced training on film/video editing.
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Grad, Kimberly. "School Age Programs and Services Committee: Out of School Time: Inspiring Engagement in Children’s Programming." Children and Libraries 19, no. 2 (June 4, 2021): 33. http://dx.doi.org/10.5860/cal.19.2.33.
Повний текст джерелаАнотація:
Programming for school age children has experienced a radical shift in the last year due to the pandemic. Out-of-school time or “after school” has taken on a different tone as some children learn at home and some are back at school.And yet, with virtual programming libraries continue to provide a bridge between home and school. Children’s librarians are digging deeper into the well of programming ideas to provide engaging library related activities. In our first column, we offer some concrete program ideas that can be utilized throughout the year when school is in session or during summer reading programming.