Dialogic Reading Sebagai Upaya Mengembangkan Keterampilan Berbahasa Anak Usia Dini


Vina Anggia Nastitie Ariawan(1*), Inne Marthyane Pratiwi(2)

(1) STKIP Majenang, Indonesia
(2) UIN Sunan Gunung Djati Bandung, Indonesia
(*) Corresponding Author

Abstract


Language skills are basic skills that are mastered and learned early childhood. Language skills obtained by the child through interaction with parents. Early childhood language development periods are categorized into two, namely pre-linguistic and linguistic periods. Pre-linguistic periods are passed by the child as a baby. If in the pre-linguistic period the child is introduced to the proper use of language then the language skills of the child develop in the linguistic period. The intensity of an interaction will affect the skills of listening and speaking of early childhood. Therefore, parents and teachers as a close to the child are very necessary to facilitate the development of the language of children. Dialogic reading is an approach used to develop language skills and basic literacy of children. Dialogic reading provides many opportunities for children to speak so that language skills and self-confidence are growing.

Full Text:

PDF

References


Assel, M. A., Landry, S. H., Swank, P. R., & Gunnewig, S. (2007). An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten. Reading and Writing, 20, hlm.463–494.

Brock, A. & Rankin, C. (2008). Communication, language and literacy from birth to five. London: Sage.

Elmonayer, R.A. (2013). Promoting phonological awareness skills of Egyptian kindergarteners through dialogic reading. Early Child Development and Care, 183 (9), hlm. 1229–1241.

Fleury, V. P., & Schwartz, I. S. (2017). A modified dialogic reading intervention for preschool children with autism spectrum disorder. Topics in Early Childhood Special Education, 37, hlm. 16–28.

Gupta, A., & Lee, G.L. (2015). Dialogic teaching approach with english language learners to enhance oral language skills in the content areas. International Journal of Language and Linguistics, 2 (5), hlm.

Hindman, A. H., Skibbe, L. E., & Foster, T. F. (2014). Exploring the nature of parental talk during shared book reading and its contributions to preschool language and literacy: Evidence from the Early Childhood Longitudinal Study–Birth Cohort. Reading & Writing: An Interdisciplinary Journal, 27, hlm.287-313.

Hipfner-Boucher, K., dkk. (2014). Relationships between preschoolers’ oral language and phonological awareness. First Language, 34(2), hlm.178–197.

Johnson, A. P. (2009). Making connections in elementary and middle school social studies. SAGE.

Lever, R., & Sénéchal, M. (2011). Discussing stories: How a dialogic reading intervention improves kindergarteners’ oral narrative construction. Journal of Experimental Child Psychology, 108, hlm.1-24.

Lonigana Ch. J., dkk. (2013). Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Journal of Experimental Child Psychology, 114, hlm.111–130.

Owens, R. E. (2012). Language development: An introduction (8th ed.). Upper Saddle River, NJ: Allyn & Bacon.

Rief, S. F., & Heimburge, J. A. (2007). How to reach and teach all children through balanced literacy. John Wiley & Sons.

Ruston, H.P. & Schwanenflugel, P.J. 2010. Effects of conversation intervention on the expressive vocabulary development of prekindergarten children. Lang Speech Hear Serv Sch, 41 (3), hlm.303-13.

Simsek, Z.C., & Erdogan, N.I. (2015). Effects of the dialogic and traditional reading techniques on children’s language development. Social and Behavioral Sciences, 197, hlm. 754-758.

Towson, J.A. (2015). Dialogic reading: Language and preliteracy outcomes for young children with disabilities. Dissertation, Georgia State University.

Towson, J.A, dkk. (2017). Dialogic reading in early childhood settings: A summary of the evidence base. Topics in Early Childhood Special Education, hlm 1-15.

Zubaidah, E. (2004). Perkembangan bahasa anak usia•dini dan teknik pengembangannya di sekolah. Cakrawala Pendidikan, XXIII (3), hlm. 459-479.




DOI: https://doi.org/10.15575/japra.v1i1.3070

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 JAPRA Jurnal Pendidikan Raudhatul Athfal



View My Stats

JAPRA (Jurnal Pendidikan Raudhatul Athfal) licensed by Lisensi Internasional Creative Commons Attribution-ShareAlike 4.0. 
Copyright © UIN Sunan Gunung Djati Bandung. 

INDEXING IN: 

 

   

Editorial Office:

Jurusan Pendidikan Anak Usia Dini, Fakultas Tarbiyah dan Kegurua, UIN Sunan Gunung Djati Bandung
Jalan Soekarno-Hatta, Cimencrang, Gedebage
Kota Bandung, Jawa Barat 40292