International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VIII, August 2022 | ISSN 2454–6186
Seth Badu1, Shine Lillian Gifty Agbevivi2, Michael Subbey (Ph.D.)1
1Department of Early Childhood Education, Faculty of Educational Studies, University of Education, Ghana
2Department of Basic Education, Faculty of Educational Studies, University of Education, Ghana
Abstract: This study examined aspects of kindergartners’ reading and writing skills assessed by kindergarten teachers in the Atwima Kwanwoma district, Ghana. A descriptive survey design was employed for the study. A sample of 131 trained early childhood teachers were drawn from a target population of 438 for the study. The sample size was determined using Yamene’s (1967) formula. Simple random sampling technique was used to select the 131 respondents for the study. This was done using the rand function in Microsoft excel. Descriptive statistics was used to analyse the data. A questionnaire and checklist were employed for data gathering. The study revealed that kindergarteners Could perform certain reading and writing skills. Most kindergarteners exhibit skills in print awareness, directionality, phonemic awareness and reading fluency. Again, almost every aspect of the kindergartener’s reading and writing skills ought to be assessed are usually assessed by teachers. In particular, results showed that aspects such as oral language skills, pupils’ alphabetic principles, phonemic awareness, phonics knowledge, reading fluency and the handwriting legibility of learners are usually assessed by teachers. The study recommends that the Atwima Kwawoma District education directorate should motivate kindergarten teachers within their district to maintain the positive work they have been doing in respecting to assessing the area of concern to kindergarteners reading and writing skills. Specific motivational packages in form of funding for refresher courses and study leave should be instituted for such teachers to frequently update their knowledge on reading and writing skills assessment.
Keywords: reading skills, writing skills, aspects, kindergarten, assessment
I. INTRODUCTION
Early childhood education offers a compassionate and essential framework for the learning of children. It provides a firm foundation for early learning as well as future learning. An increasing body of research suggests that early learning experiences are related to later academic success, mental and social well-being, lower grade retention, and decreased juvenile delinquency incidences. These outcomes are all factors associated with later adult productivity (Barnett, 2002). Neuroscience has established that learning is speedy at this stage (0-8 years) due to the rapid growth of the brain at this stage of human development (Tierney & Nelson, 2009). Owing to this rapid development of the brain, handlers of children are advised to enhance the holistic development of all