Purpose:This study examined whether theme-related play increased subsequent engagement in storybook reading in preschool children with typical hearing and with hearing loss.
Method:This study ...employed a counterbalanced experimental design. In all sessions, participants engaged in free play first and then were read a storybook. In the experimental condition, the play materials matched the theme of the book, and in the control condition it did not. Conditions were presented in random order. Storybooks had language at the early preschool level and had characters, plots, and illustrations. Twenty-three preschool-aged children participated, 12 with typical hearing and 11 with hearing loss. Engagement during storybook reading was measured using a modified Child Behaviour Rating Scale (CBRS; Mahoney, 1998), consisting of five Items: Attention to Activity, Involvement, Cooperation (Attention subscale), and Affect and Joint Attention (Socio-emotional subscale).
Results:Play that matched the theme of the storybook selectively enhanced engagement, particularly the Affect Item and the Socio-emotional Subscale of the CBRS, in participants with hearing loss.
Conclusions:Thematically related play prior to reading leads to increased interaction with the reader and more positive emotion during reading for children with hearing loss. Implementing this approach is simple and fun for school and home settings.
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Reading is one of the most fundamental skills a child needs to learn to succeed in life. Developing good reading habits is vital to your child’s future not just academically, but in everyday life as ...well. It is responsible of all parties, parents, school and government or child care observer in improving the ability children’s reading. In the other hand, there are large number of children’s story books which are labeled according to the age and level of the child’s own development, but in fact incompatible with their age. The children’s story books in the form of short stories, novels or comics are dominated by foreign markets such as Walt Disney series, Japan comics series , and many more. This is one of the reasons why the theme of this study is selected. Children need to be given reading materials that are appropriate with their age and closed to their tradition so young learners have a responsibility towards the surrounding environment and they also grow their love for the region they live in. One of the best resources for reading material is story book based on oral story of local tradition. The purpose of this research is to develop the oral story of local tradition from Samiran village, Selo sub-district, Central Java to supporting the literacy program especially in reading. The research applied was Research and Development and located in Samiran village Central Java. The subjects of this study was 20 children in Pertiwi Kindergarten Samiran, level Kindergarten B at the aged of 5 – 6 year. Keywords: children’s story book; oral story of local tradition; literacy program References A, T. (1984). Sastra dan Ilmu Sastra. Dunia Pustaka Jaya. Amirrachman, A. (2007). Revitalisasi Kearifan Lokal: Studi Resolusi Konflik di Kalimantan Barat, Maluku, dan Poso. Jakarta: ICIP dan Eropean Commision. 2007. Danandjaja. (2005). Folklor Indonesia: Ilmu gosip, dongeng dan lain-lainnya Indonesian Folklore: The study on gossip, fairy tale, and others. Jakarta, Graffiti. Graffiti, Jakarta, 2005. Finnegan, R. (1992). Oral Tradition and the Verbal Art: A Guide to Research Practice. London: Routledge. Routledge,London, 1992. Imroatun, I. (2018). Alternatif Media Pengembangan Literasi Baca Tulis Berbahasa Nasional Bagi Siswa Raudlatul Athfal. Al Hikmah Proceedings on Islamic Early Childhood Education, 103–112. Imroatun, I. (2017). Media Belajar Bigbook Bagi Pengembangan Baca Nyaring Anak Usia Dini. Prosiding Seminar Nasional Pembelajaran Baca, Tulis, Dan Hitung Tingkat Permulaan Bagi Anak Usia Dini, 119–127. Kurniawan, H. (2018). Pengembangan Lingkungan Belajar Literasi Untuk Anak Usia Dini. Aṣ-Ṣibyān: Jurnal Pendidikan Anak Usia Dini, 2(1), 45–56. http://jurnal.uinbanten.ac.id/index.php/assibyan/article/view/1352 Ma’isyah, N. (2018). Pengembangan Modul Membaca Lancar Pokok Bahasan Lingkungan Yang Bernuansa Kontekstual. Aṣ-Ṣibyān: Jurnal Pendidikan Anak Usia Dini, 2(2), 137–146. Mawadah, A. H. (2018). Pemanfaatan Big Book Sebagai Media Literasi Anak Usia Dini. Aṣ-Ṣibyān: Jurnal Pendidikan Anak Usia Dini, 3(1), 57–72. Mufid, A. S. (2010). Revitalisasi Kearifan Lokal dalam Pemberdayaan Masyarakat. Harmoni - Jurnal Multikultural & Multireligius Vol. IX No. 34. IX(34), 2010. Prihantoro, A., & Hidayat, F. (2019). Melakukan Penelitian Tindakan Kelas. Ulumuddin : Jurnal Ilmu-Ilmu Keislaman, 9(1), 49–60. Rahmawati, E. (2016). How Children Learn A Foreign Language, A Literature Study on Teaching English to Young Learners. Aṣ-Ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(2), 119–125. Rosenberg, B. A. T. (1987). The complexity of oral tradition. Oral Tradition. Tetrahedron Letters, 28(44), 5241–5244.
Physical Life Story Books are widely used as part of reminiscence interventions, where people with dementia (PWD) recount their life experiences and memories to family and caregivers supported by ...pictures. This paper reports the design of a tablet app, Emobook, to facilitate the implementation of Digital Life Story Book workshops in the context of therapeutic day care centres specialized in PWD. Our digital app facilitates not only preparing life stories flexibly based on multimedia but also captures emotional responses associated to each memory. This can bring an opportunity to assess how the disease progresses and rely on mood trackers to provide personalized and more positive future interventions, which remain still unexplored.
The current study explored literacy interest or orientation of pre-school children with hearing impairment during mother—child story book interactions.Twelve pre-schoolers with varying types and ...levels of hearing impairment were observed during mother—child home book reading and toy play. Story books included both narrative and manipulative book genres. Child orientation to the task was qualitatively rated with a four-point Orientation Rating to Book Reading/Toy Play; mothers' modification of the book's text was scored with the Modification of the Book's Text Rating. Results indicated that (1) children should have more than one opportunity to explore and interact with a book before orientation is assessed, (2) children demonstrated a higher mean level of orientation to manipulative books versus narrative books across the three interactions, and (3) modification was negatively correlated with children's age (i.e. the text was more likely to be read verbatim with younger children).
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The chapter lays out both the difficulty and the need to bring literature and film into each other's orbit. It takes up the aspect of video installation that makes it different from both literature ...and film in their traditional ways of functioning. The spatialisation of videos in installation and exhibition makes for a very different process, with a more active role for the viewer-participant. The linearity traditionally presupposed to regulate reading novels and watching films is suspended, if not entirely undermined. That linearity cannot be cancelled, since all acts of viewing also involve time. But the order in which these acts are performed is not pre-determined by the artwork; it is left to the visitor-participant. A walking tour through the exhibition “Landscapes of Madness” held in the museum Aboa Vetus/Ars Nova in Turku, Finland, in 2011, will demonstrate this spatialising works, and how it matters for the affective effectivity of the video work. This video work integrates historical and fictional instances of madness, folly, and carnival, with reports of case notes from the psychoanalyst of psychosis who wrote the book.
This study aims to deliberate the psychological effects of an intervention program to make life story books reflecting the life-review process by the frail elderly. We selected as participants 22 ...elderly persons aged 71-95 who lived in nursing homes. Among these elderly, we assigned 10 participants for an intervention and 12 for a control group, respectively. The program continued for 6 consecutive weeks, where the intervention group was interviewed once a week to convey their life review. Later, the stories were edited into life story books. To examine the intervention effects of the program, pre- and post- evaluation tests were conducted for both groups. Emotional well-being, negative-mood, self-esteem and integrity were measured to assess the psychological state of the participants. The results of ANOVA with repeated measures showed significant interaction effects on emotional well-being, negative-mood and self-esteem. These three indices revealed differing affects on the intervention and control groups : the score of emotional well-being and negative-mood for the intervention group improved, whereas self-esteem for the control group deteriorated. Our result suggests that creating life story books reflecting the life-review process can be one of the effective tools to enhance the psychological well-being of frail elderly.
The publication of two illustrated books with verbal text by the Australian writer Gary Crew provides an opportunity to compare the presentation of war memories in picture story book and graphic ...novel format. Gary Crew and Shaun Tan's Memorial (1999) is a thought-provoking picture story book, while Crew and Steven Woolman's Tagged (1997) is an idiosyncratic graphic novel. The picture story book illustrations depict the commemorative tree as more real, more present than the book's human beings. The verbal text asserts that memory will live on through generations of the war veterans' family, as in the tree, but the illustrations of the cutting down of the tree and the verbal text revealing a veteran's self-censorship reveal these claims to be at best tenuous, at worst, false. Nevertheless, despite the current town council's disrespect for the commemorative tree, the Anzac Day ceremony remains a socially sanctioned rite of remembering war. The illustrations to Tagged represent a war veteran's confused mind and his compulsive reliving of his past as confusing visual images with a lack of clear cues for the reader's eye to follow, as the boy observer moves more deeply into the labyrinthine building where the man hides. While Memorial's war memorials are complete, public, in good condition and easily accessible, the bewildering passages and openings of Tagged's building suggest the man's stuck memories, the boy's problems with interpreting war images and also a society's not altogether successful attempt to repress collective acknowledgement of its war past. In contrast with Memorial, Tagged is a memorial to the unknown solder, offering a different kind of historical truth to any official, public, empty tomb.
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This study examined developmental processes in the book reading activities of 129 children. Three-, 4, and 5 year old children were asked to read a picture book and 46 kana cards aloud. Three testing ...sessions took place over a one-year period. Changes in children's reading were analyzed in relation to their acquisition of letters, and the results were as follows. (1) Children who had acquired about half of the 46 letters began to change from describing pictures to reading letters from the book. Their way of reading was affected by their acquisition of letters. (2) Even children who mastered all 46 letters made mistakes such as starting to read backwards from the ends of lines. This suggested that children who acquired letters did not necessarily understand conventional rules about books. (3) Children pointed their fingers at letters from an early age, but this behavior disappeared gradually. (4) Children who read in units of syllables understood more than those who read one letter at a time.
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