The Differences of Early Reading Ability in Children that Often and Rarely Listen to Stories

DOI

10.2991/assehr.k.201221.003How to use a DOI?

Keywords

early reading ability, listening stories

Abstract

This study aimed to determine children’s ability to read early in Kindergarten and the differences of children’s ability to read early, who often and rarely listen to stories. This research was a descriptive comparative. Subjects in this study were 68 children and 68 parents in Masyitoh Kindergarten. The sampling method used purposive sampling. Based on the criteria obtained 37 children in the category often listened to stories, and 31 children rarely listened to stories. The instruments a questionnaire for parents and checklist for children. The data analysis technique used t-test with significance of 5%. The results showed that children’s ability to read early who often listened stories are categorized as “Very Well Developed (VWD)”, while children who rarely listened stories are category “Developed as Expected (DE)”. There is a significant difference between children’s ability to read early who often and rarely listens to stories with a value of signification 0.000 smaller than 0.05.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Aldona Viveronika
AU  - Martha Christianti
PY  - 2020
DA  - 2020/12/22
TI  - The Differences of Early Reading Ability in Children that Often and Rarely Listen to Stories
BT  - Proceedings of the 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019)
PB  - Atlantis Press
SP  - 10
EP  - 14
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201221.003
DO  - 10.2991/assehr.k.201221.003
ID  - Viveronika2020
ER  -