Getting dads involved in reading

This series of books uses fiction, non-fiction and poetry texts, as well as phonics, as a basis to help young children in the Early Years develop their literacy skills. It brings together the early learning goals of the foundation stage and the national literacy strategy objectives, using structured play, games and fun activities to put across the relevant teaching points in an enjoyable way, while simultaneously nurturing a love of literature. Each book presents structured activities based around suggested focus texts. To help practitioners save time in planning and organizing, the materials needed and the preparation required for each session are described in detail. The activities have been designed to cater to different achievement levels, and can be adapted or added to according to the needs of individual children and settings. Follow-up activities are also suggested, to bring in wider aspects of the Early Learning Goals and the NLS objectives. Elements of this book include exploring well-loved traditional stories and quality familiar modern stories by established authors; using the texts as a basis to focus on specific literacy goals and objectives; using the texts as a stimulus for games and play activities that help to teach literacy skills; planning and preparation for each literacy session, including materials needed and scripted sessions; ideas for working and playing with the whole group and smaller groups to consolidate the literacy skill; and extension ideas and activities.

In typical development, emergent literacy skills predict successful reading abilities. Code‐related literacy skills may include letter knowledge, print concepts, early writing and early phonological awareness. Meaning‐related literacy skills may include lexical and grammatical ability, story retelling and comprehension. Children with ASD (autism spectrum disorder) show, on the most part, poor reading comprehension abilities, yet up to date, research regarding emergent literacy skills in ASD is limited. We conducted a study to investigate a naturalistic, standards‐based national literacy programme, for five kindergartners with ASD, of age 5‐8 years in their kindergarten setting. We implemented an ASD‐adapted intervention as an intensive group treatment over 6 weeks, with a pretest–posttest design to examine emergent literacy gains. The children with ASD demonstrated gains in both code‐related and meaning‐related skills following intervention. The clinical and theoretical implications are discussed regarding the importance of an intensive structured literacy intervention for children with ASD before entering school.

This study explores effective strategies in developing literacy and numeracy of grade V elementary school students in Indonesia. The research method uses a literature study that analyzes various articles, books, and reports related to government policies on strengthening literacy and numeracy. The data sources in this study come from scientific journals, reference books, research reports, and relevant government policy documents. The data collection technique involves searching literature through academic databases, digital libraries, and official government websites. Data analysis is carried out using the content analysis method, where the collected data is categorized and evaluated to identify key themes and effective strategies. The results showed that project-based teaching methods, thematic learning, and the use of educational technology can significantly improve students' literacy skills. In addition, problem-based learning methods, contextual learning, and the use of educational games and manipulative aids are effective in increasing student numeracy. Teacher training and professional development as well as government policy support such as the National Literacy Movement, School Literacy Movement, Minimum Competency Assessment, and Merdeka Belajar curriculum also play an important role in the success of these strategies. The excellence of this article lies in the comprehensive analysis and integration of various innovative teaching strategies, as well as the emphasis on ongoing policy support. In conclusion, continuous support from various parties is needed to ensure the improvement of the quality of student literacy and numeracy education in Indonesia.

The GLN (National Literacy Movement) that has been carried out has not yet given optimal results at ANBK SDN 1 Trenceng in 2024. This study aims to analyze the literacy and numeracy skills of grade V students at SDN 1 Trenceng, Sumbergempol District, Tulungagung Regency. This study uses a descriptive qualitative approach with data collection techniques through tests, interviews, and documentation. The results showed that the literacy ability of 8 students, 3 (37.5%) were in the very high category, 2 (25%) high, and 3 (37.5%) moderate, with an average score of 81,875 which was in the high category. In each of the results of the score per indicator used in the test, both fictional texts and informational texts, class V students were in the high category with an average score of 88 for fictional texts and an average score of 82 for informational texts. In the numeracy content, a wider variation was found, namely 3 (37.5%) students in the very high category, 2 (25%) students in the high category, 1 (12.5%) medium, 1 (12.5%) low, and 1 (12.5%) very low. In each of the results of the value per indicator used in the test, the number and geometry indicators and measurements were in the high category with an average score of 80. In the algebra and data and uncertainty indicators, they are in the medium category with an average score of 75. Students' literacy and numeracy skills are in the high category. This research is expected to be a reference for schools and teachers in improving the quality of literacy and numeracy learning

Although literacy skills, as typically measured by reading accuracy and fluency, are known to greatly influence a child’s later academic and social success, national literacy rates continue to decrease across grade levels. Research has shown that serial rapid automatized naming (RAN) is one of the best predictors of reading fluency; however, there is significant variability regarding the specific relationship between RAN and reading as noted between meta-analyses, age groups, RAN stimuli, and measures of socioeconomic status (SES). This study aims to investigate the relationship between serial RAN and 1) real word reading fluency and 2) socioeconomic status (SES) across thirty-three first and second grade participants. Specifically, RAN was measured by rapid letter naming (RLN) and rapid digit naming (RDN) raw scores, and real word reading fluency was determined utilizing the eye-tracking measure of gaze duration. To prevent bias in determining SES based on one measure alone, SES was calculated in three ways: mother’s education, free and/or reduced lunch services, and a composite measure of parental education and occupation. The results indicated that RAN and gaze duration are not correlated when the first and second grade participants are combined in analyses. However, when analyzed separately, gaze duration and RAN were correlated for the second grade only. It is possible that correlations were not significant in first grade as there was a smaller sample size and their reading skills were weaker than second grade students. It is possible that RAN may be a more useful measure of reading fluency only when students become more skilled readers. In research, it is common that first and second grades are grouped together and labeled as “beginning readers.” To gain a better understanding of RAN’s correlation with reading fluency across grade levels it may be best to separate first and second grades in future studies as there is significant variability in reading skills between these two grades. As both RLN and RDN were significantly correlated with our measure of reading fluency (gaze duration) for second grade participants, RLN and RDN may be useful diagnostic tools within a comprehensive evaluation of reading fluency for students who are more skilled readers. Lastly, the results indicate that RAN and SES were not correlated across all three indicators of SES. It is possible that the small and relatively homogenous sample size may negatively impact the correlation strength. The results of the insignificant RAN-SES correlations across all three measures suggest that

Studies in the area of ability at the college level have tended to focus on undergraduate students. The few investigations conducted on graduate students have focused either exclusively or at least primarily on White graduate students. Therefore, the purpose of this study was to examine the comprehension performance of African American graduate students. Findings revealed that the African American sample attained statistically significantly higher levels of comprehension than did a normative sample of undergraduate students. On the other hand, the African American graduate students achieved lower levels of comprehension and vocabulary than did a comparison sample of White graduate students. Implications are discussed. Questions of literacy and comprehension are at the forefront of debates on educational reform. There are differing viewpoints on exactly what is meant as literacy and comprehension. In its 1991 National Literacy Act, Congress defined literacy as a person's ability to read, to write, and to speak in English, and to compute and to solve problems at levels of competence necessary to function both on the job and in society, to accomplish one's goals, and to realize one's knowledge and potential (Reder, 1998). Theorists suggest that literacy development often begins in the early stages of childhood. Behaviors such as reading from pictures and with doodles are examples of emergent literacy and are considered important components of children's literacy development (Allington & Cunningham, 1991). Around the age of five years, children enter school and begin receiving formal literacy instruction. Most children at the kindergarten level are considered to be emergent readers (Burns, Griffin, & Snow, 1999). They continue to make strides in the development of literacy skills if they are exposed to literacy-rich environments (Burns, Griffin, & Snow, 1999). Because and writing are considered thinking processes (Allington & Cunningham, 1991), emergent literacy also must be considered in the context of children's developing cognitive skills. Piaget's theory of cognitive development assists in explaining the cognitive concepts formed by young learners (Wood, 1999). Emergent literacy is considered discovery learning; children have the opportunity to construct their own ideas about literacy while participating in literacy tasks. While students grow and develop from the preoperational stage to the concrete operational stage and into the formal operational stage, so should their abilities to understand and to read more complex information. Reading comprehension represents the reader's ability to integrate effectively and meaningfully previously acquired knowledge with the information provided in a text (Mason, 1984). According to Conlan (1990), comprehension consists of several skills, as opposed to one verbal skill. These skills include understanding the meaning of words and being able to make connections between what one has knowledge of and what one is learning. Regardless of how one defines comprehension, one must consider that students utilize a variety of language skills that interact at differing levels of ability. The value of literacy and comprehension skills is immeasurable. Individuals who are unable to perform literacy and comprehension tasks find it extremely difficult to navigate through the digital age of the 21st century. Currently, 21% to 23%, or 40 to 44 million, of the 191 million American adults (defined as age 16 or older) are at the lowest literacy benchmark, being either illiterate or functionally illiterate. Individuals are hampered by harsh realities such as poverty, which affects 43% of adults at this literacy level; welfare, where three out of four food stamp recipients in this literacy category exist; and income, where the median income for those at the lowest literacy rate is $240 a week, as opposed to $681 for those at the higher end of the literacy spectrum (Reder, 1998). …

The Adverse Effects of a Language Disorder

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