بناء برنامج تعليمي قائم على المنحى القصصي وفحص فاعليته في تنمية الاستعداد القرائي لدى أطفال الروضة

Abeer  Al-Khawalda; Diala  Hamaidi

doi:10.35516/edu.v49i2.1016

Authors

Abeer Al-Khawalda The Department of Curriculum and Teaching-Faculty of Educational Sciences- Jerash University-Jordan
Diala Hamaidi Department of Curriculum and Instruction-School of Educational Sciences -The University of Jordan

DOI:

https://doi.org/10.35516/edu.v49i2.1016

Keywords:

narrative approach; reading readiness; kindergarten children

Abstract

Objectives: This study aims at measuring the impact of an educational program based on a narrative approach on developing reading readiness of kindergarten children. The study seeks to reveal whether this impact varies among different groups or according to gender, and the interaction between these two variables.

Methods: The study population was 48 children from Asma’ Bint Abi Bakr Public School for Girls. Ages of children were between 4 years and 8 months old, and 5 years and four months old. The sample was a purposeful sample. It was distributed randomly into two groups: an experimental group (narrative approach program) and a control group (ordinary approach). To fulfill the purposes of the study, an educational program was developed based on a narrative approach that included 19 sessions.

Results: The results showed that the program had an impact in developing reading readiness. Results also showed significant differences due to gender in favor of females, while no significant difference was attributed to the interaction between groups and gender on the study instrument.

Conclusions: In light of the findings, the researchers recommend the necessity of utilizing the narrative approach in developing kindergarten stage reading readiness, particularly visual recognition and oral skills.

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