English Issue
sahar pazhohnia; zoya abam; roya baradar
Abstract
Background and Objectives: Emergency literacy skills include a set of initial and prerequisite skills to teach children's school literacy. Emergency literacy skills include two areas of reading (with word decoding subcategories, words recognition, letters recognition, phonetics and phonological) and ...
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Background and Objectives: Emergency literacy skills include a set of initial and prerequisite skills to teach children's school literacy. Emergency literacy skills include two areas of reading (with word decoding subcategories, words recognition, letters recognition, phonetics and phonological) and writing (with alphabetic knowledge subcategories, printing concepts comprehension, hand and eye coordination, and letters sequence). Emergency literacy skills are assessed at five levels: visual knowledge, phonetics knowledge, alphabetic knowledge, vocabulary knowledge, and Oral language skills. The aim of this study was to compare the effectiveness of teaching to approach e-book, printed books and traditional education on preschool children's emergency skills.Methodology: The research was applied in terms of purpose, which is done by experimental method. The data were collected using a questionnaire, consisting of the materials of the Wechsler pre-school Intelligence sensing test, the Metropolitan Academic Readiness Test and the Learning Disorders Treatment. The research consisted of two experiment groups (teaching by e-books and printed books) and one control group (traditional teaching). The research community consisted of children aged 4.5 to 6 years living in Isfahan. The target community consisted of three kindergartens in the average area of Isfahan, which was selected by available sampling method. Being in the age of 4.5 to 6 years, lack of mental retardation, lack of taking the medicine, and lack of specific physical and mental illness formed the criteria for entering the sample. After selecting the sample, the research intervention was done through training through an e-learning book, a printed book and traditional teaching. Also, before and after intervention, the pre-test and post-test of the study was taken from children at the same time by means of measuring instruments. The training phase was conducted in 5, 40-minute sessions and five skills of visual knowledge, alphabetic, phonology, vocabulary, oral narration were taught. After completing the stages of main training, the post-test stage was three days after the last educational session and was implemented in the same pre-test and main test location. Then, scoring versions were collected and investigated for statistical analysis. The obtained data from this research were analyzed by SPSS software and in approach covariance analysis method. According to the research tools that included the questionnaire and the obtained scores, first the scores of each questionnaire were analyzed and then, the pre-test and post-test scores of each child were compared with the child himself. Finally, by entering the gender variable, the difference of the scores of girls and boys is examined.Findings: Findings of the present study showed that education through e-books and printed books as extracurricular education can have a significant effect on acquiring or increasing the emergency literacy skills of preschool children. Therefore, kindergartens, preschools, children's libraries can, in conjunction with other educational activities, along with education specialists, develop basic skills and literacy in children before they arrive. Strengthen the school.Discussion: In explaining the general hypothesis of research on the significant effect of electronic and printing teaching method than traditional method, it can be said that preschool children's educational system is based on elementary educations and daily child care, which sometimes doesn't meet all children's educational needs. In the meantime, the entry of a wonderful program in the children's daily routine can have a double effect on their learning. In addition, e-learning can be helpful for learning because it is accompanied by attractive visual and auditory stimuli, the use of a variety of colors and sounds, and as a new tool and experience. Also, according to the results, there is no significant difference between girls and boys present in the three tentative groups in terms of the effectiveness of the educational method. This research finding can be a factor in challenging society's cultural beliefs about differences in attention, concentration, reading skills, writing, and math skills among girls and boys. Also, the results of comparing the two experimental groups (e-book and printed book) showed that teaching by e-book than printed book significantly increases the chances of pre -school children's emergency literacy skills.
