Read Aloud Training Module
Research and Development to Improve Literacy
- DOI
- 10.2991/assehr.k.201215.130How to use a DOI?
- Keywords
- Literacy, read aloud, reading, training, training module
- Abstract
A reading aloud practice from parents to children is a concrete form of providing information and introducing skills in the family literacy program to foster children’s interest in reading books. Consequently, an appropriate module is necessary as a means of delivering training materials. In addition to facilitating tutors throughout the training process, the module can also be used to motivate parents to continue to be innovative, creative, and improvising in reading books to children in the effort of realizing the principle of sustainable progress. The training module is designed using Research and Development (R&D) method with the ADDIE model, namely analysis, design, development, implementation, and evaluation. The paper is limited to the discussion of the analysis, design, and development phases. The module focuses on family literacy and the issue of reading aloud. First, the analysis phase shows that parents are interested in participating in the read-aloud training program to improve their reading skills so that it can be implemented in their homes. Second, the design phase describes the module in terms of form and content. Lastly, the development phase shows the parameters of expert assessment towards the material/content, presentation, linguistic aspects, as well as appearance and graphics.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Yulianeta AU - Vismaia S. Damaianti AU - Dewi Prajnaparamitha Amandangi AU - Inggri Dwi Rahesi PY - 2020 DA - 2020/12/17 TI - Read Aloud Training Module BT - Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020) PB - Atlantis Press SP - 823 EP - 829 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201215.130 DO - 10.2991/assehr.k.201215.130 ID - 2020 ER -