Take home read-aloud projects: a foundation for higher order engagement and literacy development among ECD learners
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Date
2024-07-31Author
Mwondha, Flavia
Wambi, Moses
Buluma, Alfred
Ludigo, Harriet
Kavuma, Caroline Nakidde
Metadata
Show full item recordAbstract
Purpose of the Study: The study was purposed to assess the extent to which take-home reading
aloud projects promote Early Childhood Development (ECD) children's higher order engagement
and literacy development.
Research Methodology: The study followed a phenomenological approach, which emphasizes
understanding experiences from the participants’ perspectives (Creswell and Poth, 2018).
Interviews, observations, documentary reviews and audio-visual methods and techniques were
adopted in data collection. For that matter, data was analyzed qualitatively and reported
accordingly.
Findings and Discussions: Key findings revealed that children, whose reading background had
been recorded before the project, were observed after the 12 weeks and indicated improvement in
reading fluency (speed and accuracy), interpretation of text and comprehension.
In addition, children improved in their communication skills, relationships with their parents, being
more independent thinkers than before, exhibiting improvement in observation skills, exhibiting
love for reading materials, showing interest in reading, and concentration as well as positive
discipline in handling reading materials; being able to return and borrow more books from the
school library.
Conclusion: The study results were used to conclude that home reading aloud projects contribute
to improving children’s comprehension skills, which are crucial for children’s future academic
success.
Recommendations: schools should assign parents the role of listening and reading to their
children as a strategic collaboration endeavor to improve children’s comprehension.
URI
https://ajoeijournals.org/sys/index.php/ajoei/article/view/651https://hdl.handle.net/20.500.12504/2010