Factors Affecting the Reading Readiness of Kinder Pupils

Zusatztext

How do teacher and parent-related factors and reading readiness affect the classroom performance of the Kindergarten Pupils. Specifically, the book described the teacher-related factors in terms of age, sex, trainings and seminars attended, early childhood education background and attitude towards children. Also, the parental involvement in terms of home-based involvement, school-based involvement and home-school conferencing was described. Learning to read is required to meet the demands of an increasingly competitive learning environment. The process ensures that pupils are empowered in the higher level of education, understand challenging material and solve problems independently. Pre-school children with lower levels of reading readiness at school entry are more likely to experience difficulty in school. It is believed that the early childhood years of a person is extremely crucial for its various development including the development of literacy that prepared students for reading (Slavin et al, 2009).

Autorenportrait

Lilibeth M. Villanueva, MAEd-EM: Studied Bachelor in Kindergarten Education at Harris Memorial College. Kindergarten Teacher with 17 years of experience in teaching 4-5 year olds in classroom setting of up to 30 students in Department of Education, Philippines. Served as resource speaker in training and seminars.

Weitere Details