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European Journal of Educational Research, v5 n1 p35-42 2016

Although wealth of empirical researches have covered the impact of crucial, indispensable role reading skills play in the development of individuals' mental faculties through the acquisition of knowledge in a particular language, scientific works on the assessment of the relationship(s) between pre-reading activities (consisting of games, puzzle solving, match making) and reading skills achievement remain depressingly scanty in Ghana. This study in the light of foregoing atmosphere explored how pre-reading activities facilitate pre-reading and reading skills among preschoolers with the use of randomized experimental control groups design which adopted pre and post-test of two classes, as well as observation guides to diagnose the problem of reading among the KG children in the two groups (control and treatment groups). The findings from these experimentations clearly portrayed the significant influence that pre-reading activities exert on the level of preschoolers reading skills achievements. Upon thorough analysis, and discussions predicated on the research outcome, it has been recommended that preschool educators incorporate level-appropriate pre-reading activities to enrich Preschool Education in Ghana.

Descriptors: Preschool Education, Prereading Experience, Reading Skills, Reading Achievement, Preschool Children, Randomized Controlled Trials, Pretests Posttests, Games, Foreign Countries, Action Research

Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor[at]eu-jer.com; Web site: http://www.eu-jer.com





Autor: Osei, Aboagye Michael; Liang, Qing Jing; Natalia, Ihnatushchenko; Stephen, Mensah Abrampah

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3988&id=EJ1099760







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