The role of whole-word reading method in the development of preschool children's language skills

Meraji Saeed, Paria Saadat; Aali, Amene

The role of whole-word reading method in the development of preschool children's language skills

Document Type : Original Article

Authors

¹ Allame Tabataba University, Iran.

² Assistant Professor of Educational Psychology, Department of Education, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.

Abstract

The present study was conducted to investigate the role of the whole-word reading method in the development of reading language skills of preschool children. The research method is qualitative, regular library review. The research community includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. From them, resources related to research objectives and accessibility were selected as a research sample. The results of the analysis indicate that teaching in a holistic way leads to meaningful language learning. Children can easily use new words in different situations, read more fluently and memorize their spelling more easily. Therefore, it is suggested that the preschool reading method be used to develop reading skills in the early years of primary school.
The present study was conducted to investigate the role of the whole-word reading method in the development of reading language skills of preschool children. The research method is qualitative, regular library review. The research community includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020.

Keywords