It helps to develop their abilities and their imagination. Children 's books when involve simple words with multiple images the child can understand the intended message. Also, illustration in picture books is contributing to the development of the child. In addition, help them to stimulate his imagination, development his abilities and the discovery of his identity and knowledge of cultural heritage. Also, help them to link concepts with words.
As children prepare to attend preschool, they obtain a number of different skills in which that help them create friendships in school. What helps this process in the preschool setting is that the age group is starting to get a firm grasp of language and communicating (pg. 27). This age group can use their new communication skills in order to, “participate in play activities” and “share ideas for play,” (pg. 27).
Verbal communication: Verbal communication includes the ability of communicating in speech and by reading and writing. This type of nursery nurse should have the ability to diagnose children how to communicate effectively. It is important for children to communicate, to understand others and the ability to talk. The nursery nurse will read books as a way for children to learn new words and to find ways to use them in a sentence. It is important to use simple language as children don’t understand difficult or different words.
4.6 The advantages of story retelling and theories According to the researcher has studied the theory of retelling a story, the researcher finds the useful of story retelling from these theories that will be explained in the next. Blank and Sheldon (1971) reported that the semantics and the complexity of the sentences in the language of children aged 4-6 years have increased when children have asked to repeat the sentence. Due to teachers read the courageous story to children, and they can retell it. Similes and Kuhns (1976) also found that children of six to eight years old can retell a story. Post-test has used to rate and interpret of experiments that students can also retell the story after listening.
Reading is most important for children during their childhood which functions, inter alia, as a process of socialization. On the one hand, they can take different roles and stimulates their imagination during reading, on the other hand, children might be able to acquire different narrative structures (cf. Graf 20). Especially visualized books, help infants to become independent readers without the acquirement of reading competencies. However, children visualize the story by their eyes and get the content by their ears (cf.
DIRECTED READING THINKING ACTIVITY (DRTA) Directed Reading Thinking Activity (DRTA) is a reading comprehension strategy that is used in reading to guide students in asking questions about a text, making predictions, and then reading to confirm or modify their predictions. DRTA strategy encourages the students to be active and thoughtful readers. Thus, it strengthens reading and critical thinking skills of students. Moreover, DRTA strategy stimulates the students’ prior knowledge, involves the active participation of students in constructing the meaning of the text and monitor students’ reading comprehension skills. Stauffer (1969), developed the Directed Reading Thinking Activity (DRTA) to encourage students’ thinking.
Literacy learning for example alphabet/letters or the written forms of the language, grammar and structure, in my own point of view, can best be learned in formal and non-formal setting. On the other hand, language learning can best be learned and applied in informal learning like songs, rhymes, chats, and games. Being exposed to variety of ways like televisions, group conversations and immersion courses can help them acquire the language in a “mother tongue” way which brings them to confidence and
CHAPTER II LITERATURE REVIEW This chapter presents the theories employed in this study. The discussion covers Interactive Read Aloud theories, including the definition, chronological development, Interactive Read Aloud principles, strategy to conduct a successful Interactive Read Aloud, and the interaction produced during Interactive Read Aloud. Moreover, this chapter also presents theories regarding teaching English to young learners in English as a Foreign Language context. Some studies related to Interactive Read Aloud are also presented. 2.1 Introduction to Interactive Read Aloud Interactive Read Aloud is an important learning activity for building knowledge required by students to be successful in reading (Lippman, 1996).
It provides students with the hands-on learning experience. Vernon explains, “Grammar games help children not only gain knowledge but be able to apply and use that learning” (Vernon, 2006). The method of teaching students grammar through writing is another useful strategy. Through writing students can learn how to apply their grammar knowledge and learn from it. In my Pedagogical grammar class this is one of the methods my teacher used.