LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:8 August 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Pre-reading Skills in Hindi Speaking Children between 3 to 6 Years

Ms. Nilanshu Sood, MASLP
Mrs. Namita Joshi, MSC SLP
Ms. Nidhi Sharma, MASLP

Abstract

The pre reading skills are considered as good predictors of later reading achievement. In western culture there has been enough support for the fact that pre reading skills are considered as good predictors of later reading achievement. There is paucity of research in Indian literature to support the fact. Since assessing pre reading skills of children at risk will help in early detection and intervention there is need to describe and assess pre reading skills in children. The present study was designed with the aim to explore the pre reading skills in Hindi speaking children between 3 to 6 years of age. 80 Hindi speaking typically developing children, attending normal Hindi medium school were selected on the basis of inclusion criteria. Statistical analysis using SPSS software version 16 was done. Mean and standard deviation were obtained. MANOVA was carried out to compare the age groups. The findings suggested that there was a statistically significant age related difference on pre reading skills. Significant improvement was seen (p<0.01) on skills like listening comprehension, memory, literacy skills, reading and writing. The study has an important impact in Indian context since the materials available in assessing pre reading skills are sparse in general. This can also be used as a measure of child’s progress following intervention. Validation of this tool can be done on clinical population.

Keywords: Pre reading, listening comprehension, memory, literacy skills, reading, writing.

Introduction

Reading is a complex process which involves multiple skills like alphabet identification, alphabet recall, visual discrimination, phoneme grapheme correspondence, orthographic knowledge, reading comprehension etc. It’s a continuous process in which an individual learns to master these skills from early childhood through the adulthood. Chall (1983) has outlined a six stage framework, describing pre-reading as the initial stage which include oral language development and literacy awareness, followed by the second stage of learning to read, where a child starts to use letter sound associations to read words. A child extends his/her early reading skills and uses them with accessible texts. Later, children are said to be reading to learn, in order to gain information and extend their vocabulary. Children start reading using multiple viewpoints and are able to analyze what they have read and react critically towards it. The final stage includes construction and reconstruction, where people read selectively and form opinions about what they have read.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Ms. Nilanshu Sood, MASLP
nilanshu.sood@gmail.com


Mrs. Namita Joshi, MSc SLP
nj21slp@gmail.com


Ms. Nidhi Sharma, MASLP
nidhisharma.aslp@gmail.com

School of Audiology and Speech Language Pathology
4th Floor, Homeopathic Hospital
Bharati Vidyapeeth Deemed University
Dhankawadi
Pune- 411043
Maharashtra
India

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