TAKE HOME READ-ALOUD PROJECTS: A FOUNDATION FOR HIGHER ORDER ENGAGEMENT AND LITERACY DEVELOPMENT AMONG ECD LEARNERS
Abstract
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.
Keywords: Questions of Lower, Higher Level, Thinking Skills and Read-Aloud Stories
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