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Direct linkKuswandi, Dedi; Fadhli, Muhibuddin – Cogent Education, 2022
Fun and pervasive education into students' daily lives is an important part of children's development. Learning methods and cognitive styles are one of the important aspects of the dynamics of learning. This research was a quasi-experimental study using the pretest-posttest of a nonequivalent control group design. Therefore, research based on…
Descriptors: Gamification, Cognitive Style, Reading Instruction, Elementary School Students
Gharaibeh, Mahmoud; Alhassan, Abed Alrazaq – Cogent Education, 2023
An insufficient number of studies investigated the criteria for Arabic letter teaching in schools. Teachers play an integral role in understanding Arabic letters among young children, as it is essential for acquiring reading in the Arabic language early in life. The criteria for teaching letters in a current study include ease of pronunciation,…
Descriptors: Foreign Countries, Teacher Role, Arabic, Literacy Education
Nilvius, Camilla; Carlsson, Rickard; Fälth, Linda; Nordström, Thomas – Cogent Education, 2021
This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility…
Descriptors: Response to Intervention, Reading Difficulties, Reading Instruction, Primary Education
Veronica Kamanzi; Abdallah Jacob Seni – Cogent Education, 2024
This study examined how teachers in Tanzania understand and implement Phonics Instructional Approach (PIA) in the teaching of reading among early graders. Specifically, the study assessed teachers' pedagogical knowledge of the use of PIA and explored effective PIA practices used by teachers in literacy skills learning. The study employed…
Descriptors: Foreign Countries, Phonics, Teaching Methods, Reading Instruction
Agegnehu, Abiy Zewdu; Bachore, Mebratu Mulatu; Ayele, Zeleke Arficho – Cogent Education, 2023
The present study aimed to assess whether a training-based intervention using an explicit rime-based phonics method improves the phonological awareness outcomes of EFL children in Ethiopia. The participants were two sections of 3rd grade children (N = 70) from two public primary schools in Hawassa, Ethiopia. A quasi-experimental research design…
Descriptors: Phonics, Phonological Awareness, Foreign Countries, Intervention
Kovelman, Ioulia; Salah-Ud-Din, Maha; Berens, Melody S.; Petitto, Laura-Ann – Cogent Education, 2015
In teaching reading, educators strive to find the balance between a code-emphasis approach and a meaning-oriented literacy approach. However, little is known about how different approaches to literacy can benefit bilingual children's early reading acquisition. To investigate the novel hypothesis that children's age of first bilingual exposure can…
Descriptors: Bilingualism, Reading, Reading Instruction, Spanish
