Чтение в жизни детей младшего школьного возраста 9–11 лет

Reading interest is one of the key factors in developing students' literacy skills from an early age. This article discusses the importance of the library visit programme in increasing elementary school students' interest in reading. This type of research uses descriptive qualitative research, with a fenamology approach. In addition, the data analysis technique used is data triangulation. This article identifies the introduction of the library visit programme, its implementation, efforts to improve students' reading skills, and students' activities during library visits. The creative activities conducted during the library visit proved to be able to increase learners' engagement and motivate them to read more. In addition, learners get a new atmosphere. The results showed that the library visit programme had a positive impact on increasing students' interest in reading and literacy skills. Collaboration between schools, libraries, teachers and parents was seen as a key factor in the success of the programme. With the right support, the library visit programme can be an effective tool in promoting literacy education among primary school students. The library visit programme has great potential to increase elementary students' interest in reading and contribute to improving the quality of education in Indonesia.

The background of this research is that reading ability is a fundamental aspect of language skills that every child should acquire. Through reading, children can broaden their knowledge. However, at present, early childhood reading skills remain relatively low. This is caused by several factors, including the limited availability of engaging reading materials for children, low parental awareness and concern in fostering reading interest, and the lack of well-structured reading activities in schools. To enhance early childhood reading skills, schools can implement a School Literacy Movement (GLS) program in early childhood education institutions. Therefore, this study aims to examine: (1) the implementation of the school literacy movement for 5-6-year-olds at PAUD Kamboja IX, (2) the media used in introducing literacy to early childhood at PAUD Kamboja IX, and (3) the supporting and inhibiting factors in implementing the School Literacy Movement (GLS) program on children's reading abilities at PAUD Kamboja IX. The School Literacy Movement is a program designed to increase children's interest and ability in reading. This activity involves teachers reading non-curricular books for 15 minutes before the learning process begins. This study adopts a descriptive qualitative approach with field research. The research was conducted at PAUD Kamboja IX in Haurwangi District from August 1 to August 31, 2024. The data collection instruments and techniques included observation, interviews, and documentation studies. The research procedure involved data triangulation, which means gathering information from various sources and techniques to obtain a detailed and in-depth understanding of the implementation of the school literacy movement on children's reading skills at PAUD Kamboja IX. The results of this study indicate that the implementation of the School Literacy Movement (GLS) at PAUD Kamboja IX aligns with the Minister of Education and Culture Regulation No. 23 of 2015 concerning character development. This is achieved through activities such as teachers reading non-curricular books for 15 minutes during the opening session, parent meetings with themes on fostering children's reading interest, and optimizing reading corners in the classroom. The media used in GLS implementation at PAUD Kamboja IX includes storybooks and literacy posters. Supporting factors for the GLS program implementation include the availability of reading materials, a conducive environment, and parental involvement. Meanwhile, inhibiting factors consist of internal challenges among children and the lack of library facilities as a resource for reading development.

The importance of early literacy skills is useful to make it easier for a child to master literacy activity at a later stage. Some studies show that early literacy is related to a child's interest in reading from an early age. The literacy and parenting environment of parents has an important role to play in the emergence of a child's reading interest that subsequently promotes reading competence. Research on early literacy is still rare in early childhood in Temanggung district. This study aims to find out the influence between reading interests on early literacy skills of children aged 5-6 years in Se-Kab District Temanggung. The type of research is quantitative correlational. The sampling technique uses Simple Random Sampling with a sample of 60 children. The research data was obtained from a survey questionnaire namely Children's Reading Interest Scale and Early Childhood Early Literacy Skill Scale. Data analysis techniques are simple linear regression. The results of the study show that there is a positive influence between the interest in reading and the early literacy skills of 5-6year-olds in a Temanggung district high school. Simultaneously, reading interests were influenced by 35.9% of early literacy and the rest were influenced by other variables not included in the study. It can then be concluded that if the interest in reading increases then early literacy also improves.

Early childhood is a key period to stimulate children's interest in reading and promote their independent reading ability development. Constructing the overall environment of children's reading education is the premise of effective early reading in kindergartens. Based on the concept of multiple reading, this paper explores a new path for the creation of multiple reading environment, and proposes to pay attention to the construction of reading culture in kindergartens, such as creating a multiple reading situation in kindergarten daily life, games, thematic educational activities and cooperative education of kindergarten and home, so as to promote the harmonious development of children's reading, body and mind, and lay a foundation for children's lifelong learning.

The development of phonological awareness (PA) before school age was modeled in association with the development of vocabulary and letter knowledge, home literacy environment (HLE), children's reading interest, and beginning reading skill in children with and without familial risk of dyslexia. A total of 186 children were followed from birth to the age of 6.5 years. Of these children, about half had a familial background of reading difficulties (the at-risk group), and the other half came from families without such background (the control group). The data from several measures and assessment time points were analyzed within an SEM framework, and a latent analysis of growth curves was employed. Vocabulary and letter knowledge were found to predict PA development, and vice versa, PA predicted them. The effect of HLE on PA was mediated by vocabulary skills, and of the HLE variables, the only variable predicting vocabulary development was shared reading. In spite of the difference in level, favoring the controls, the pattern of effects of vocabulary and letter knowledge on PA development was highly similar in children with and without familial risk for dyslexia. However, in the at-risk group, the HLE variables and children's reading interest had stronger associations with each other and with skill development than in the control group, and vocabulary predicted parental reports on children's reading interest in the at-risk group only.

The main object and common denominator of our three contributions is to describe temporal structures. Our project started with a survey of the reading of Swedish prose to provide data on normative reading and individual variations, Fant, Nord, Kruckenberg (1986), Fant and Kruckenberg (1989), Fant, Kruckenberg and Nord (1990). We have more recently extended this survey to include a limited cross-language comparison of Swedish, English and French in Fant, Kruckenberg and Nord (1989 and forthcoming). At an early stage we also started planning for the analysis of read poetry with some outlooks on analogies to music performance, see Nord, Kruckenberg and Fant (1990a,b), Kruckenberg, Fant and Nord (forthcoming). This is the background to the separate parts of our trilogy: prose, poetry and music. In all three domains we are concerned with the relation of an abstract notational system, phonology, meter and musical score, to a specific human performance and to its perceptual dimensionalities. We have to consider both typical performance and individual variations within a common code. This is potentially a very large field to cover. We have yet far to go and our presentation is merely intended to point out common methods of analysis and some basic issues and analogies.

Reviewed by: Children's Literature in the Nordic World by Nina Christensen and Charlotte Appel Marianne Stecher-Hansen (bio) Children's Literature in the Nordic World. By Nina Christensen and Charlotte Appel. Aarhus University Press and University of Wisconsin Press, 2021. Children's Literature in the Nordic World serves as a concise introduction to children's reading cultures in the Nordic countries and demonstrates a significant evolution in reading practices, genres, and educational circumstances over the past 250 years. The book is co-authored by scholars at Aarhus University, Denmark: Nina Christensen, professor of children's literature and head of the Centre for Children's Literature and Media, and Charlotte Appel, professor of early modern cultural history. The work is published in the University of Wisconsin's small-book Nordic World series, as a co-publication with the Aarhus University Press; the series seeks to feature top thinkers in the Nordic countries—Denmark, Norway, Sweden, Finland, and Iceland—in order to explore the region's history, culture, and values. Although the title Children's Literature in the Nordic World might suggest content from the entire Nordic region, which would include Scandinavia (Denmark, Norway, Sweden) as well as Finland, Iceland and Greenland, the study rests primarily on Denmark as "the main example" (7), making use of Danish children's books and Danish writers as case studies. That said, there are interspersed texts and examples from Norway (notably, that country was part of the Danish realm until 1814) as well as from [End Page 345] Sweden and Swedish-Finland mentioned in the study. In making use of the term children's literature, the title might also seem to suggest the analysis of literary texts for children; however, the study avoids close readings of the selected texts and media, instead focusing on the institutions, national policies, reading practices, and socio-economic circumstances that shaped the reading cultures of Nordic (i.e. mainly Danish) children. Christensen and Appel include precise descriptions of the material culture of children's literature and include a wide variety of texts, genres, and other media. The book includes good quality, color illustrations that accompany each chapter. The narrative is organized into six short chapters, each framed by the evolving conceptions of childhood in Scandinavia, from the Enlightenment to the present. The content of each chapter is illuminated by the legal, educational, and socio-economic developments in Scandinavian societies which determined children's reading practices, their access to books and materials, and their agency as citizens. The authors' approach involves opening each chapter with individual case studies that describe the reading practices and environments of two or three individual children (historical personages) of the respective eras, who are carefully selected to illustrate socio-economic and gender differences. In the opening three chapters, "Introduction," "Educating Young Hearts and Minds, 1750-1820" and " The Child as a Future Patriotic Citizen, 1820-1900," the authors illuminate the romantic concept of childhood which emerged in Europe during the Enlightenment and, subsequently, inspired the development of children's literature as a distinct genre (particularly via the popularized folk fairy tale) during the nineteenth century. In the opening chapter which explores the period 1750 to 1820, the humble childhood of the celebrated Danish writer Hans Christian Andersen (1805-1875), the son of an itinerate shoemaker, is effectively contrasted with that of the lesser-known Danish-German writer Friederike Bruun (1765-1835), a product of upper-class birth and private education. Scholars who are seeking a deeper discussion of H. C. Andersen's profound contribution as a radical innovator of children's literature via the fairy tale genre may be disappointed by this cursory treatment of his legacy, especially given that Andersen may be credited as the first modern writer to give voice and validation to the experiential world of the child. Nonetheless, the study does a fine job at painting a historical picture of children (such as young Andersen) as readers who were shaped and often limited by specific socioeconomic and material circumstances. Whereas the first half of the study delineates the gradual emergence of children as a new reading public and books for children as a distinct genre, the last three chapters depict a Nordic...

The development of digital technology has a significant impact on children's behavior and habits in accessing information and entertainment, including reading. On the one hand, easy access to various digital reading resources is a great potential to improve reading literacy from an early age. But on the other hand, the presence of digital media also poses serious challenges to children's interest in reading due to competition with instant and visual entertainment content. This journal aims to examine effective strategies and approaches in fostering children's interest in reading in the digital era by developing early reading literacy. The method used is a Systematic Literature Review of various studies, scientific articles, and empirical data that discuss children's literacy, digital media use, and educational approaches that are adaptive to changing times. The results show that the integration of technology with creative reading learning methods, family and school support, and the availability of interesting and age-appropriate reading materials are key factors in shaping children's reading habits. In conclusion, fostering children's interest in reading in the digital era requires a multidisciplinary approach that synergizes education, technology, developmental psychology, and public policies that support a culture of literacy.

Early literacy plays a crucial role in building a strong foundation for children's reading and writing skills. In Salatiga, the Library and Archives Office (Dinpersip) initiated the Salatiga Early Literacy Awareness (Sinisa) program to cultivate children's reading interest from an early age. Although the program holds great potential, its implementation remains limited to book provision and does not fully address essential literacy aspects. This study evaluates the effectiveness of the Sinisa program and identifies the factors influencing its success using a descriptive approach and SWOT analysis (Strengths, Weaknesses, Opportunities, Threats). The findings indicate that the program's strengths lie in Dinpersip's active involvement, content relevance to local culture, and community collaboration. However, it faces several weaknesses, including budget limitations, suboptimal content, and the absence of a clear evaluation framework. Opportunities for program development include cross-sector collaboration and increasing literacy awareness, while the primary threats stem from digital media competition and the lack of commitment from the local government. As a novel contribution to early literacy studies, this research recommends implementing a Community-Based Literacy model that actively involves parents and communities to enhance the effectiveness of the Sinisa program. Additionally, strengthening strategic partnerships between Dinpersip, educational institutions, and communities is essential to fostering a conducive environment for sustained reading interest. These measures aim to optimize the Sinisa program in cultivating a literate generation in Salatiga.

La lectura en la formación integral de los estudiantes, cobra importancia al desarrollar sus ideas, creatividad e imaginación. Si bien esta actividad es propiciada en cada plantel educativo, los estudiantes continúan restándole valor en su desempeño escolar. Así entonces, el objetivo de la investigación consistió en proponer estrategias pedagógicas para el fomento de la lectura en los estudiantes de 5° grado de Básica Primaria del municipio de Galapa en el departamento del Atlántico (Colombia). La metodología se fundamentó en un enfoque cualitativo, con un diseño no experimental transeccional y un paradigma post-positivista. Como técnica de recopilación de información, se utilizó la entrevista semiestructurada. La muestra estuvo conformada por 16 estudiantes de 5° grado y 5 docentes de básica primaria. Los resultados obtenidos mostraron la poca claridad y apropiación de los docentes, sobre la implementación de estrategias pedagógicas innovadoras, a través de actividades lúdicas que motiven y despierten el interés de los estudiantes por la lectura. En lo que respecta a los estudiantes, se logró evidenciar la apatía que sienten por el proceso lector, careciendo de motivación. Con La Ruleta de la lectura y Con mi familia leo como estrategias pedagógicas propuestas, se concluyó que, para fomentar la lectura de los niños, debe implementarse el juego como acción promotora para la adquisición de la lectura, especialmente, cuando se trate de niños de básica primaria, siendo ellos, con el apoyo de sus padres y docentes, quienes conseguirán el motivo suficiente para iniciar, explorar y decidir cómo ejecutar una actividad.

The low interest in reading that occurs in children is an important reason for fostering a culture of literacy in children in Salem Village. The low level of education in a society dominated by elementary school graduates is one of the factors causing the lack of awareness of parents in briefing children on the importance of getting used to reading early because reading can be a support for the success of educational goals in Indonesia that must be used as a routine daily activity. Literacy culture is a stage in the form of the ability to read, explore, and study various information obtained to solve problems that arise in everyday life that aims to improve the quality of life. This devotion aims to improve literacy skills where the main focus is to increase interest in reading in children. This service uses a collaborative Participatory action research (PAR) design. The author collaborated with the manager of Jejer Cacaka reading house located in Salem Village. The results of the devotion showed that there was an increase in reading interest in children by 90%. The improvement of literacy skills needs support from all parties so that this success can continue to be improved again.

Library visit is an indicator of college academic literacy. The current problem was a decrease on the students’ visit and read at the library of STMIK Amik Riau. Based on the visit data in the library, there was a reduction of the students’ visit for each year, as well as books lent by the students has decreased significantly. The purpose of this study was to identify the correlation between the library facilities and the library services on the students’ reading interest at the library of STMIK Amik Riau by using Panel Data. This study used qualitative and quantitative approach. The population of this study were the visitors at STMIK Amik Riau Library that chosen by using simple random sampling. The data were collected through observation, interviews, questionnaires and documentation. The method used to identify the interest on the students’ to read in the library was Panel Data regression. The procedures of this method were to determine the Panel Data Regression Model Estimation, the selection of Panel Data Regression Model (Estimated Technique) which includes the F Statistical Test (Chow Test), Hausman Test, and Lagrange Multiplier Test. Furthermore, conducted testing the Classical Assumptions (Multicollinearity and Heteroscedasticity) which includes the Multicollinearity test and heteroscedasticity test, followed by a feasibility test (Goodness of Fit) with the F-test hypothesis and Partial t-test. The result of this study showed that there was a correlation between the library facilities and the library services on the students’ reading interest at library of STMIK Amik Riau.

The purpose of this writing is to determine the factors that influence reading interest and interest in class X MA Nurul Huda Lumajang students through the sociodrama method. This type of research is qualitative research with a descriptive approach. Class X students are the subjects. The influencing factors are internal and external factors. Internal factors include intelligence, interest and attention, motivation, perseverance, attitude, reading habits, as well as physical fitness and health. Students will not be interested in reading if they do not have the desire, health, physical fitness, intelligence and motivation. Bad libraries, outdated reading materials, some even unused, little encouragement from teachers, no encouragement from parents, parents who do not provide encouragement due to lack of funds, no parental attention to children's reading. Most parents focus more on learning outcomes, reading habits that students have not acquired since childhood. The influence of the reading environment and playmates indirectly influences students' interest in reading. The uncontrolled influence of technology. For example, the influence of misuse of smartphones or gadgets, the influence of television programs on students who forget their student responsibilities.
 

The decrease in socio-cultural status of reading and its displacement from the sphere of free time is taking on significant proportions. The purpose of the study is to analyze and display the real picture of reading, in particular teenagers’ one, as well as to identify the possibilities and most promising library projects in the support and development of reading. Special attention in the study of this problem is given to reading in childhood and teenagers (7–15 years), since it is during this period that worldview and mortal guidelines are formed. The level of reading skills development in those ages has a significant impact on the quality of future life. Teachers and librarians are the key figures in solving this problem. The results of the study have shown that the active participation of librarians is an important factor in promoting reading, the library is a decisive factor in organizing and developing reading culture, since it has rich book collections, reliable resources, special projects on reading promotion and professional staff. Updating research initiatives that generate innovative information on the recipient of the text, aimed at understanding the current state of reading culture, determines the practical value of this study, which has made it possible to develop recommendation for libraries seeking to increase reading interest of teenagers and youth audience.

THE PURPOSE OF THIS case study is to examine the ways in which the systematic teaching of poetry reading at Greek primary school enhances children's interest in reading and helps develop their oral skills by enriching their vocabulary and creative thinking. The present poetry project was implemented at a Greek public kindergarten in Rethymno, Crete in the school year 2010–2011. The sample consisted of 22 children (12 boys and 10 girls) aged five to six years. The teaching instruction design was based on Rosenblatt's Transactional theory. The data were collected through (1) an observation checklist, (2) an observation diary, (3) post-course interviews with the children, and (4) a post-course interview with the teacher of the class. The findings indicated that: (a) small children described the poetry program as the most enjoyable part of language arts, (b) children's reading engagement and motivation were increased and (c) through the poetry program children developed better literary and reading skills.