Year: 2024
Type: article
Abstract: This autoethnographic study explores the process of teaching English reading to a young child, starting at the age of two, in a non-native English-speaking family. The study aims to understand the nuances and effects of early literacy interventions, highlighting the importance of systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies. Through detailed personal experiences, the study illustrates the progression of learning stages from alphabet recognition to the development of sight word recognition and orthographic mapping. By integrating education theories with longitudinal personal experiences, this study provides insights into effective teaching practices and child-centered learning approaches that can significantly influence early literacy development. The findings suggest that early, structured reading education is critical in fostering reading proficiency, offering a blueprint for parents and teachers in similar educational settings.
Source: Jurnal Sasindo UNPAM
Authors: Afdal Ade Hendrayana, Epi Stiyo Pujowati
Institution: Institut Agama Islam Negeri Kerinci
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4407588557