The Effectiveness Of Anchored Word Instruction In Teaching Alphabet Knowledge, Letter-Sound Relationship And Vocabulary To Preschool Children
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Date
2006-06
Authors
Tan, Chun Thing
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Abstract
The Malaysian National Preschool Curriculum aims at enabling
children to be actively involved in English language activities and developing
their vocabulary knowledge. Additionally, the curriculum hopes to develop an
appropriate level of proficiency in English amongst preschool children so that
they are well prepared to proceed to primary grades. Therefore, this study was
conducted to assess the effectiveness of the Anchored Word Instruction in
developing vocabulary knowledge as. well as alphabet knowledge and
understanding of letter-sound relationship amongst preschool children. Through
this method, the children were exposed to reading materials. Literacy skills
were introduced through activity-based and in-context strategies. This research
used quasi-experiment design using pre and posttest to gather data. A
government preschool in Penang was selected. In this school, one class was
randomly aSSigned as the control group while another class was treated as the
experimental group. Each group had 25 preschool children. It was found that
both Anchored Word Instruction and traditional instruction enhanced the three
language skills. Results showed that there was no significant difference in
achievement of alphabet knowledge for both groups. As for letter-sound
relationship and vocabulary, the findings showed that Anchored Word
Instruction was more effective than the traditional instruction. This study
implies that Anchored Word Instruction which emphasizes stories and language
activities will contribute to English language development for preschool
children.
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Keywords
The effectiveness of the Anchored Word Instruction in developing vocabulary knowledge , as. well as alphabet knowledge and understanding of letter-sound relationship amongst preschool children.