TRACING EARLY LITERACY DEVELOPMENT OF ELEMENTARY SCHOOL LOWER GRADES THROUGH RESPONDING TO ILLUSTRATED STORY BOOKS IN INDONESIAN CONTEXT
Abstract
The research aims to describe the development of early reading and
writing in lower grade of elementary school students. One way to explore these
developments is through responding to illustrated story books that enable students
to gain reading and writing in a natural atmosphere. The findings are the
development of early reading and early writing ability in general grows gradually,
and appreciation ability of illustrated story books for all grades is relatively
constant and very good. The implications of the research conclusion are put
forward, the teachers in grades 1-3 are expected to create child friendly literacy
learning and need to be aware that students’ literacy (especially writing) develops
gradually with varying levels of development, therefore, to be more tolerant of
mistakes children made.
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