The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education
The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education
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Date
2016
Authors
Aboagye Michael Ose
Qing Jing Liang
Ihnatushchenko Natalia
Mensah Abrampah Stephen
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Publisher
European Jour nal of Business and Social Sciences
Abstract
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.
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Citation
Osei, A.M, Liang, Q.J., Natalia, I., & Stephan, M.A. (2016). The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education. European Journal of Educational Research