Multisensory Model: Implementation and Contribution of Home Early literacy Stimulation

https://doi.org/10.22146/jpsi.39593

Lisnawati Ruhaena(1*), Moordiningsih Moordiningsih(2)

(1) Faculty of Psychology, Universitas Muhammadiyah Surakarta
(2) PKU Muhammadiyah Surakarta Hospital
(*) Corresponding Author

Abstract


A multisensory model was implemented to improve the stimulation and development of early literacy skill. This implementation was conducted on 56 mothers and their children aged 3-5 years old, by giving them literacy media and assistance to the mothers. The assistance was carried out by 21 literacy ambassadors. Each literacy ambassador helped 2-3 mothers. Mixed-Method Action Research (MMAR) was conducted to implement the multisensory model and evaluate its contribution. Quantitative data were collected by scales, while qualitative data were collected by observation, interviews, and questionnaires. Quantitative data analysis was done with Paired Sample T-Test, and qualitative data analysis was conducted with content analysis. Once the multisensory model was applied, the stimulation of children's literacy shifted from a textual way to a contextual way. Multisensory models contributed to creating a storybook reading routine and playing hand puppets, letter cards, and activity books. This contribution was very important because it significantly increased literacy activity and developed children’s literacy skill.

Keywords


early childhood; early literacy; multisensory models

Full Text:

PDF


References

Altun, D., & Sarı, B. (2018). A decade of early literacy research trends in Turkey: A thematic review, (April 2017), 13–32. Retrieved from http://dergipark.gov.tr/download/article-file/419951

Anderson, J., Anderson, A., Friedrich, N., & Kim, J. E. (2010). Taking stock of family literacy: Some contemporary perspectives. Journal of Early Childhood Literacy, 10(1), 33–53.

Baker, C. (2013). Fathers’ and mothers’ home literacy involvement and children’s cognitive and social emotional development: Implications for family literacy programs. Applied Developmental Science, 17(4), 184–197.

Barratt-Pugh, C., & Maloney, C. (2015). Growing better beginnings: An eva­luation of a family literacy program for pre-schoolers. Issues in Educational Research, 25(4), 364–380. doi: 10.15472/LUWLEO

Basam, F., & Sulfasyah. (2018). Metode pembelajaran multisensori VAKT sebagai upaya meningkatkan kemam­puan membaca lancar siswa kelas II. Jurnal Riset Pendidikan Dasar, 1(1), 18-24.

Borzekowski, D. L.; & Henry, H. K. (2011). The impact of jalan sesama on the educational and healthy developmet of indonesian preschool children: An experimental study. International Journal of Behavioral Development, 35(2), 169–179.

Brooker, L. (2011). Taking children seriously: an alternative agenda for research? Journal of Early Childhood Research, 9(2), 137-149

Buvaneswari, B., & Padakannaya, P. (2017). Development of a home literacy environment questionnaire for Tamil-speaking kindergarten children. Language Testing in Asia, 7(1), 14. doi: 10.1186/s40468-017-0047-y

Corsaro, W. A., & Nelson, E. (2003). Children's collective activities and peer culture in early literacy in American and Italian preschools. Sociology of Education, 76, 209-227.

DeBruin-Parecki, A. (2009). Establising a family literacy program with a focus on interactive reading: The role of research and accountability. Early Childhood Education Journal, 36(5), 385–392.

Fern, N. P., & Jiar, Y. K. (2013). Emergent literacy in a print-rich multilingual home environment. International Journal of Humanities and Social Science, 3(13), 146–155.

Fitri, N. L. (2018). Pengembangan literasi multisensori pada anak usia dini berkebutuhan khusus. Al Hikmah Proceedings on Islamic Early Childhood Education, 1, 503-512.

Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289–310. doi: 10.1177/1468798414533560

Friesen, A., & Butera, G. (2015). Examining families’ early literacy beliefs and practices within a head start program: Building bridges, 18, 43–60.

Greene, J., & Serro, L. C. (2015). Encouraging critical thinking and professional reading with literacy bags. The Open Communication Journal, 9(1), 65–71. doi: 10.2174/1874916X01509010065

Hatherly, A., & Chapman, B. (2013). Fostering motivation for literacy in early childhood education using iPads. Computers in New Zealand Schools: Learning, Teaching, Technology, 25(1–3), 138–151. doi: 10.3390/w8040122

Karpov, Y. V. (2005). The Neo-Vygotskian approach to child development. New York, NY: Cambridge University Press. doi: 10.1017/CBO9781316036532.

Lonigan, C. J.; & Shanahan, T. (2010). Developing early literacy skills: Things we know we know and things we know we don’t know. Educational Researcher,39(4), 340–346. doi: 10.3102/0013189X10.

Neaum, S., & Tallack, J. (2000). Good practice in implementing the pre-school curriculum. United States: Nelson Thornes Ltd

Neumann, M. M.; & Neumann, D. L. (2009). For parents particularly: More than just storybooks: Promoting emergent literacy skills in the home. Childhood Education, 85(4), 257–259.

Neumann, M. M., Hood, M., & Ford, R. M. (2013). Using environmental print to enhance emergent literacy and print motivation. Reading and Writing, 26(5), 23. doi: 10.1007/s11145-012-9390-7.

Neumann, M. M., Hood, M., & Neumann, D. L. (2009). The scaffolding of emergent literacy skills in the home environment: A case study. Early Childhood Education Journal, 36(4), 313–319. doi: 10.1007/s10643-008-0291-y

Neumann, M. M., Hood, M., Ford, R. M., & Neumann, D. L. (2012). The role of environmental print in emergent literacy. Journal of Early Childhood Literacy, 12(3), 231-258. doi: 10.1177/1468798411417080.

Newland, L. A., Gapp, S. C., Jacobs, G. M., Reisetter, M. F., Syed, D. C., & Wu, C.-H. (2011). Mothers’ beliefs and involvement: Links with preschool literacy development. International Journal of Psychology: A Biopsychological Approach, 9, 67–90. Retrieved from http://www.psyjournal.vdu.lt/wp/wp-content/uploads/2012/01/2011-09_4.pdf

Powers, S. J., Wang, Y., Beach, S. D., Sideridis, G. D., & Gaab, N. (2016). Examining the relationship between home literacy environment and neural correlates of phonological processing in beginning readers with and without a familial risk for dyslexia: an fMRI study. Annals of Dyslexia, 66(3), 337–360. doi: 10.1007/s11881-016-0134-2

Praptiningrum, N., & Purwandari. (2009). Metode multisensori untuk mengem­bangkan kemampuan membaca anak disleksia di SD inklusi. Jurnal Peneli­tian Ilmu Pendidikan, 2(2), 179-193.

Reyes, L.; & Torres, V. (2007). Decolonizing family literacy in a culture circle: Reinventing the family literacy educator’s role. Journal Of Early Childhood Literacy,7(1), 73–94.

Roskos, K. A., Christie, J. F., Widman, S., & Holding, A. (2010). Three decades in: Priming for meta-analysis in play-literacy research. Journal of Early Childhood Literacy, 10(1), 55–96. doi: 10.1177/1468798409357580.

Ruhaena, L. (2008). Pengaruh metode pembelajaran Jolly Phonics terhadap kemampuan baca-tulis permulaan Bahasa Indonesia dan Bahasa Inggris pada anak prasekolah. Jurnal Penelitian Humaniora, 9(2), 190–204.

Ruhaena, L. (2015). Model multisensori: Solusi stimulasi literasi anak prasekolah. Jurnal Psikologi, 42(1), 47 - 60. doi: 10/22146/jpsi.6942.

Santrock, J. W. (2017). Psikologi pendidikan (Jilid 1) (5 ed.). (H. Bhimasena, Trans.) Jakarta: Salemba Humanika.

Saputri, K., Fauzi, & Nurhaidah. (2017). Faktor-faktor yang mempengaruhi literasi anak kelas 1 SD Negeri 20 Banda Aceh. Jurnal Ilmiah Pendidikan Guru Dasar FKIP Unsyiah, 2(1), 98-104.

Sejati, A. W., & Yumpi-R, F. (2016). Pengaruh metode multisensori terhadap kemampuan mengingat huruf alfabet pada siswa kelompok bermain di Sekolah Cahaya Nurani Jember. INSIGHT, 12(2), 21-38.

Silvers, P., Shorey, M., & Crafton, L. (2010). Critical literacy in a primary multiliteracies classroom: The hurricane group. Journal of Early Childhood Literacy, 10(4), 379–409. doi: 10.1177/1468798410382354

Stephenson, K. A.; Parrila, R. K.; Georgiou, G. K.; & Kirby, J. R. (2008). Effects of home literacy, parents’ beliefs, and children’s task-focused behavior on emergent literacy and word reading skills. Scientific Studies of Reading, 12(1), 24–50.

Van der Schuit, M., Peeters, M., Segers, E., van Balkom, H., & Verhoeven, L. (2009). Home literacy environment of pre-school children with intellectual disabilities. Journal of Intellectual Disability Research, 53(12), 1024–1037. doi: 10.1111/j.1365-2788.2009.01222.x

van Steensel, R., McElvaney, N., Kurvers, J., & Herppich, S. (2011). How effective are family literacy programs? Result of a meta-analysis. Review of Educational Research, 81(11), 69–96.

Weigel, D. J., Martin, S. S., & Bennett, K. K. (2010). Pathways to literacy: Connections between family assets and preschool children’s emergent literacy skills. Journal of Early Childhood Research, 8(1), 5–22. doi: 10.1177/1476718x09345518.

Zygouris-coe, V., & Ph, D. (2007). Family literacy: The missing link to school-wide literacy efforts. Family Literacy, 48(1), 57–70.



DOI: https://doi.org/10.22146/jpsi.39593

Article Metrics

Abstract views : 5992 | views : 4577

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2019 Jurnal Psikologi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Published by Faculty of Psychology Universitas Gadjah Mada, Indonesia Building D 6th Floor No. D-606. Jl. Sosio Humaniora No. 1, Bulaksumur Yogyakarta, 55281
Email: jurnalpsikologi@ugm.ac.id
Phone/whatsApp: +6289527548628

Web Analytics Made Easy - StatCounter View My Stats