An assessment of speech, language, and literacy of children of young mothers attending supported playgroup

Krahe, Michelle; O’Leary, Kate; Reilly, Sheena; Ellis, Kate; Walsh, Karyn

doi:10.1080/03004430.2021.1891050

Cited by 2 publications

(3 citation statements)

References 57 publications

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“…Based on the theory, learners have the opportunity to learn language both in the family and at school for an average of 85 minutes per day (Poolman et al, 2017;Reilly et al, 2020). This skills gap must be overcome by the pre-school literacy program, which must be able to equip parents on how to train their children in language skills and early literacy in their home environment (Krahe et al, 2021;Lane et al, 2014). Of course, this can help better prepare children for school.…”

Section: Discussionmentioning

confidence: 99%

“…The socioeconomic status greatly determines the pattern of language and literacy learning that mothers follow for their children's education at home. Several previous studies have proven that socioeconomic status contributes to children's academic abilities, including language skills and early literacy, showing that socioeconomic mapping of the community is an important component that the government must consider in implementing a literacy program (Kalia & Reese, 2009;Krahe et al, 2021).…”

Section: Socioeconomic Statusmentioning

confidence: 99%

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The Role of Mother’s Education and Early Skills in Language and Literacy Learning Opportunities

Lyesmaya

Musthafa

Sunendar

2022

IJLTER

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The purpose of this study was to examine the relationship between language and literacy learning opportunities, early skills, socioeconomic status, and mother’s education in children’s early education. In addition, we attempted to determine the language domains needed for training as well as the ideal duration for language and literacy learning for children. We used a mixed methods design to assess early childhood language and literacy skills. The study involved 2550 early childhood learners, 235 teachers, and parents of learner participants from 112 kindergartens. The standard measure of language proficiency was used to measure the learners’ early language and literacy skills. Mother’s education and learners’ early abilities were positively correlated with learners’ language and literacy learning opportunities. Learners who have mothers with a high level of education receive significant opportunities to learn language and literacy compared to those with mothers with a low level of education. Therefore, their language skills are superior. There are 12 language domains needed for training in early childhood and the ideal duration of language learning for children is 26 minutes per day or 182 minutes a week. The language domains are determining factors for obtaining reading skills in the future. Mother’s education and child’s early skills really help children in language and literacy learning. The implication of this research is that literacy programs are needed for early childhood learners who have low initial abilities and children with mothers with a low level of education.

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Section: Discussionmentioning

confidence: 99%

Section: Socioeconomic Statusmentioning

confidence: 99%

The Role of Mother’s Education and Early Skills in Language and Literacy Learning Opportunities

Lyesmaya

Musthafa

Sunendar

2022

IJLTER

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“…Therefore, strengthening English literacy in children is important. However, what happens on the society is that children who grow up in disadvantaged environments are more vulnerable to speech, language and literacy difficulties (Krahe et al, 2022). These abilities are very useful in improving the quality of life.…”

Section: Introductionmentioning

confidence: 99%

Reading Corner Implementation to Improve Children's English Literacy in Kampung Literasi 26 Ilir

Rosyidin,

Lutfiyatun,

Lestari

et al. 2023

binabahasa

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One of the skills that must be possessed by the younger generation in the Society 5.0 era is communicating in English. Literacy activities can improve English as a basic skill for communication. Kampung Literasi 26 Ilir tried to provide English literacy facilities for children with a reading corner to hone their ability to understand analytical, critical, and reflective information. The study aims to describe the implementation of a reading corner to improve children's English literacy. It used a descriptive analysis with a case study technique. Data was obtained from observation. The result is that the implementation of a reading corner to improve children's English literacy is carried out with reading assistance and comprehension of English reading content for children aged 4-6 years and facilitating reading activities for children aged 7-11 years. At the end of the activity, children aged 7-11 years analyzed and criticized the content of the reading and reflected on the results of their reading by presenting. Reading corners can improve children's English literacy

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An assessment of speech, language, and literacy of children of young mothers attending supported playgroup

Cited by 2 publications

References 57 publications

The Role of Mother’s Education and Early Skills in Language and Literacy Learning Opportunities

The Role of Mother’s Education and Early Skills in Language and Literacy Learning Opportunities

Reading Corner Implementation to Improve Children's English Literacy in Kampung Literasi 26 Ilir

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