Title: The Effects of Different Early Literacy Programs On Reading and Creative Thinking Demonstrated in Taiwanese Primary School
Stream: Nurturing Creativity & Innovation: New, Innovative & Radical Education
Presentation Type: Live-Stream Presentation
Authors:
Pei-yu Lin, National Taichung University of Education, Taiwan
Abstract:
The present follow-up study examined long-term effects of different early literacy programs on reading and creative thinking. A sequential design was conducted to follow up two cohorts of young children. 64 of 69 youngsters at age 8, the participants of the previous study (MOST 104-2410-H-142-015), as well as 49 of 59 youngsters at age 10 from the other cohort, who were two years older in the same early childhood setting, were all recruited as participants with consent forms. The four programs included program A and B, implemented in play-based approach for 3 years, with an intervention in Kindergarten on Chinese morphological awareness in program A and Mandarin phonological awareness in program B, and program C, implemented in play-based approach for 2 years and switched to traditional approach of direct teaching on reading, writing and arithmetic skills (3 Rs) in kindergarten, and program D, implemented in traditional approach of direct teaching on 3 Rs for 3 years. The measurements include Elementary School Reading Comprehension Diagnostic Assessment, Reading Motivation Questionnaire, and Torrance Tests of Creative Thinking (TTCT). The findings indicated no statistically significant differences among four programs on reading comprehension, reading motivation, as well as creative thinking in primary school. The results clarified the relationships between the development of early literacy and creative thinking. A significant difference among four programs was found in TTCT (p= .001, F=6.404), tested right before entering the primary school. It became a crucial issue to maintain the advantage on creative thinking developed from the play-based curriculum.
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