Pembangunan dan kebolehgunaan indikator kemahiran literasi awal kanak-kanak

Kajian ini bertujuan membangunkan dan menentukan kebolehgunaan IndikatorKemahiran Literasi Awal Kanak-kanak (IKLAK) dalam menilai kemahiran literasi awal yang merangkumibahasa dan komunikasi, konsep cetakan dan cetakan persekitaran, fonemik dan fonetik, bacaan dankefahaman naratif, dan tulisan awal...

Full description

Saved in:

Bibliographic Details
Main Author:	Juppri Bacotang
Format:	thesis
Language:	zsm
Published:	2019
Subjects:	LC Special aspects of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=4799
Tags:	Add Tag No Tags, Be the first to tag this record!

id	oai:ir.upsi.edu.my:4799
record_format	uketd_dc
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	zsm
topic	LC Special aspects of education
spellingShingle	LC Special aspects of education Juppri Bacotang Pembangunan dan kebolehgunaan indikator kemahiran literasi awal kanak-kanak
description	Kajian ini bertujuan membangunkan dan menentukan kebolehgunaan IndikatorKemahiran Literasi Awal Kanak-kanak (IKLAK) dalam menilai kemahiran literasi awal yang merangkumibahasa dan komunikasi, konsep cetakan dan cetakan persekitaran, fonemik dan fonetik, bacaan dankefahaman naratif, dan tulisan awal terhadap kanak-kanak berumur 3+ hingga 4+ tahun. Kajian inimenggunakan kaedah penyelidikan campuran iaitu pendekatan kualitatif bagi pembangunan IKLAK, danpendekatan kuantitatif bagi pembangunan dan kebolehgunaan IKLAK. Reka bentuk pembangunan IKLAKadalah berdasarkan Model ADDIE-IKLAK, manakala reka bentuk kebolehgunaan IKLAK adalah melaluikajian tinjauan. Kajian ini melibatkan tiga orang ahli pakar, 43 orang pendidik dan 40 orangkanak-kanak berumur 3+ hingga 4+ tahun bagi reka bentuk pembangunan IKLAK. Manakala, 21 orangpendidik dan 222 orang kanak-kanak berumur 3+ hingga 4+ tahun dilibatkan bagi reka bentukkebolehgunaan IKLAK. Data kualitatif diperoleh melalui analisis dokumen, manakala data kuantitatifdikumpul melalui borang soal selidik, dan IKLAK. Analisis bagi data kualitatif adalah secarabertema, manakala analisis bagi data kuantitatif adalah menggunakan statistik deskriptif danstatistik inferensi seperti Ujian-t, Korelasi Pearson dan Kebolehpercayaan Coefficient Alpha.Kajian ini telah berjaya membangunkan IKLAK yang menekankan prinsip-prinsip seperti autentik,seimbang dan bersepadu, standard, individu, dan interaktif. Dapatan kajian menunjukkan IKLAKmenepati kriteria psikometrik kerana mempunyai kesahan (muka, kandungan, dan konstruk), dankebolehpercayaan ketekalan dalaman yang baik. Melalui penggunaan IKLAK, kanak-kanak berumur 3+tahun didapati masih belum menguasai kemahiran literasi awal dengan sepenuhnya, dan terdapatperbezaan pencapaian kemahiran literasi awal mengikut umur dan jantina kanak-kanak. Kesimpulannya,IKLAK telah dibangunkan secara sistematik dan empirikal, dan dapat menilai kemahiran literasi awalkanak-kanak dengan tepat. Implikasinya, IKLAK sesuai digunakan oleh pendidik untuk menilaikemahiran literasi awal kanak- kanak berumur 3+ hingga 4+ tahun. Selain itu, kemahiranliterasi awal perluditekankan mengikut kesesuaian umur dan jantina kanak-kanak.
format	thesis
qualification_name
qualification_level	Doctorate
author	Juppri Bacotang
author_facet	Juppri Bacotang
author_sort	Juppri Bacotang
title	Pembangunan dan kebolehgunaan indikator kemahiran literasi awal kanak-kanak
title_short	Pembangunan dan kebolehgunaan indikator kemahiran literasi awal kanak-kanak
title_full	Pembangunan dan kebolehgunaan indikator kemahiran literasi awal kanak-kanak
title_fullStr	Pembangunan dan kebolehgunaan indikator kemahiran literasi awal kanak-kanak
title_full_unstemmed	Pembangunan dan kebolehgunaan indikator kemahiran literasi awal kanak-kanak
title_sort	pembangunan dan kebolehgunaan indikator kemahiran literasi awal kanak-kanak
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2019
url	https://ir.upsi.edu.my/detailsg.php?det=4799
_version_	1747833151533613056
spelling	oai:ir.upsi.edu.my:47992020-03-09 Pembangunan dan kebolehgunaan indikator kemahiran literasi awal kanak-kanak 2019 Juppri Bacotang LC Special aspects of education Kajian ini bertujuan membangunkan dan menentukan kebolehgunaan IndikatorKemahiran Literasi Awal Kanak-kanak (IKLAK) dalam menilai kemahiran literasi awal yang merangkumibahasa dan komunikasi, konsep cetakan dan cetakan persekitaran, fonemik dan fonetik, bacaan dankefahaman naratif, dan tulisan awal terhadap kanak-kanak berumur 3+ hingga 4+ tahun. Kajian inimenggunakan kaedah penyelidikan campuran iaitu pendekatan kualitatif bagi pembangunan IKLAK, danpendekatan kuantitatif bagi pembangunan dan kebolehgunaan IKLAK. Reka bentuk pembangunan IKLAKadalah berdasarkan Model ADDIE-IKLAK, manakala reka bentuk kebolehgunaan IKLAK adalah melaluikajian tinjauan. Kajian ini melibatkan tiga orang ahli pakar, 43 orang pendidik dan 40 orangkanak-kanak berumur 3+ hingga 4+ tahun bagi reka bentuk pembangunan IKLAK. Manakala, 21 orangpendidik dan 222 orang kanak-kanak berumur 3+ hingga 4+ tahun dilibatkan bagi reka bentukkebolehgunaan IKLAK. Data kualitatif diperoleh melalui analisis dokumen, manakala data kuantitatifdikumpul melalui borang soal selidik, dan IKLAK. Analisis bagi data kualitatif adalah secarabertema, manakala analisis bagi data kuantitatif adalah menggunakan statistik deskriptif danstatistik inferensi seperti Ujian-t, Korelasi Pearson dan Kebolehpercayaan Coefficient Alpha.Kajian ini telah berjaya membangunkan IKLAK yang menekankan prinsip-prinsip seperti autentik,seimbang dan bersepadu, standard, individu, dan interaktif. Dapatan kajian menunjukkan IKLAKmenepati kriteria psikometrik kerana mempunyai kesahan (muka, kandungan, dan konstruk), dankebolehpercayaan ketekalan dalaman yang baik. Melalui penggunaan IKLAK, kanak-kanak berumur 3+tahun didapati masih belum menguasai kemahiran literasi awal dengan sepenuhnya, dan terdapatperbezaan pencapaian kemahiran literasi awal mengikut umur dan jantina kanak-kanak. Kesimpulannya,IKLAK telah dibangunkan secara sistematik dan empirikal, dan dapat menilai kemahiran literasi awalkanak-kanak dengan tepat. Implikasinya, IKLAK sesuai digunakan oleh pendidik untuk menilaikemahiran literasi awal kanak- kanak berumur 3+ hingga 4+ tahun. Selain itu, kemahiranliterasi awal perluditekankan mengikut kesesuaian umur dan jantina kanak-kanak. 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=4799 https://ir.upsi.edu.my/detailsg.php?det=4799 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia Abdul Halim Masnan & Azhar Bukhari. (2015). Amalan pengajaran guru pelatihlelaki dalam pendidikan awal kanak-kanak, Prosiding Seminar Kebangsaan Pendidikan Negara Kali Ke-5,66-71.Abdul Halim Masnan, & Nor Mashitah Mohd Radzi. (2015). Pengetahuan persediaan pengajaran guruprasekolah baru. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 4(1), 90-108.Abdul Rahim Abu, & Mohd Sharifudin Yusop. (2014). Sikap kanak-kanak orang asli di bandar raya KualaLumpur terhadap penguasaan Bahasa Melayu sebagai bahasa kedua. Jurnal Pendidikan Bahasa Melayu,4(2), 57-66.Adams, M. J. (1998). Beginning to read: Thinking and learning about print.Cambridge, MA: MIT Press.Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (2006). Phonemic awareness in youngchildren: A classroom curriculum. Baltimore, MD: P.H. Brookes.Ai, J. C. L., & Al Otaibab, S. (2015). Socioeconomic and gender group differences in early literacyskills: a multiple-group confirmatory factor analysis approach. Educational Research andEvaluation, 21(1), 40-59. http://dx.doi.org/10.1080/13803611.2015.1010545Akta Kanak-Kanak 2001 (Akta 611) dan peraturan-peraturan & child act 2001 (Act 611) and regulationshingga 1hb Mac 2014. (2014). Petaling Jaya, Selangor Darul Ehsan: International Law Book Services.Albee, J. J., Arnold, J. M., Dennis, L., Schafer, B. J., & Olson, S. (2013). Reading assessmentsfor screening / placement, diagnosis, and summative / outcomes: What are schools using? The ReadingProfessor, 35(1), 25-34.Aliza Ali, & Zamri Mahamod. (2015). Analisis keperluan terhadap pengguna sasaran modul pendekatanberasaskan bermain bagi pengajaran dan pembelajaran kemahiran bahasa kanak-kanak prasekolah. JurnalKurikulum & Pengajaran Asia Pasifik, 3(1), 1-8.Aliza Ali, & Zamri Mahamod. (2016). Pembangunan dan kebolehgunaan modul berasaskan bermain bagipembelajaran kemahiran bahasa Melayu kanak-kanak prasekolah. Jurnal Pendidikan Bahasa Melayu, 6(1),16-29.American Educational Research Association. (2014). Standards for educational and psychologicaltesting. Washington, DC: Penulis.Aminah Ayob, Mahani Razali, Azizah Lebai Nordin, Sali Zaliha Mustapha, & AinonOmar. (2008). Penilaian hasil pembelajaran PERMATA: Taksiran produkPERMATA dalam konteks perkembangan holistik modal insan negara. Kertaskerja yang dibentangkan dalam Seminar Asuhan dan Didikan Awal Kanak- Kanak Secara Holistik,Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.Amiri, E., & Hayati, D. (2011). The functions of nursery rimes in educating children.Kertas kerja yang dibentangkan dalam International Language Conference, Universiti IslamAntarabangsa Malaysia, Gombak, Selangor.Anastasi, A., & Urbina, S. (2010). Psychological testing. New Delhi: PHI Learning Private Limited.Anderson, N. A. (2007). What should I read aloud? A guide to 200 best-selling picture books.Newark, DE: International Reading Association.Anida Sarudin, Dahlia Janan, Zulkifli Osman, & Ahmad Khair Mohd Noor. (2016).Penguasaan Bahasa Melayu kanak-kanak prasekolah berdasarkan Inventori Penilaian KemahiranTerancang. International Journal of Language Education and Applied Linguistics (IJLEAL), 4, 93-106.Applebee, A. N. (1989). The childs concept of story: Ages two to seventeen. Chicago, IL: Universityof Chicago Press.Arbaie Sujud, Nurul Azimah Abdull Sedik, Nik Rafidah Nik Muhamad Affendi, & Intan Zahariah Gaisun.(2014). Ekspresi emosi melalui bahan bacaan sastera kanak-kanak. Jurnal Melayu, 13, 72-84.Arbetter, S. R. (1991). Boys and girls: equal but not the same. Current Health, 18(4), 2.Armbruster, B. B., Lehr, F., & Osborn, J. (2006). A child becomes a reader: Kindergarten throughthird grade (edisi ke-3). Washington, DC: National Institute for Literacy.Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2019). Introduction to research ineducation. Boston, MA: Cengage.Asmah Haji Omar. (2015). Kaedah penyelidikan bahasa di lapangan. Kuala Lumpur: Dewan Bahasa danPustaka.Atkins-Burnett, S., Bandel, E., & Aikens, N. (2012). Research Bief #9: Assessment tools forlanguage and literacy development of young dual language learners (DLLs). Chapel Hill: TheUniversity of North Carolina, FPG Child Development Institute, CECER-•DLL.Awramiuk, E. (2014). Invented spelling: A window on early literacy. Edukacja,5(130), 112-123.Ayatollahzadeh, M. (2004). What is the nature of emergent literacy in IRAN?Disertasi doktor falsafah yang tidak diterbitkan, Indiana State University, Amerika Syarikat.Azizi Alias, & Kamisah Osman. (2018). Pentaksiran alternatif: Pembinaan dan pelaksanaan rubrikdalam pendidikan sains. Bangi: Penerbit Universiti Kebangsaan Malaysia.Backus, C. S. (2004). Why Johnny isn’t ready for kindergarten: A study of phonological awarenessmethodology in pre-kindergarten programs in the Mid-Ohio Valley Region of Appalachia. Disertasisarjana seni yang tidak diterbitkan, Marietta College.Bahagian Pendidikan Awal Kanak-Kanak. (2013). Kurikulum PERMATA Negara: Asuhan dan didikan awalkanak-kanak 0-4 tahun (Cetakan Ketiga). Cyberjaya, Selangor: Jabatan Perdana Menteri.Bahagian Pendidikan Awal Kanak-Kanak. (2014). Kursus asuhan & didikan awal kanak-kanak PERMATAnegara. Serdang, Selangor: Universiti Putra Malaysia.Bailey, A. L., & Drummond, K. V. (2006). Who is at risk and why? Teachers' reasons for concern andtheir understanding and assessment of early literacy. Educational Assessment, 11(3-4), 149-178.http://dx.doi.org/10.1207/s15326977ea1103&4_2Baker, L., & Schiffer, M. B. (2007). The reading chair. Young children, 62(3), 44-49.Barnett, W. S., & Frede, E.C. (2010). The promise of pre-school: Why we need early education forall. American Educator, 34(1), 21-29.Bauer, J. R., Booth, A. E., & McGroarty-Torres, K. (2016). Causally-rich group play: A powerfulcontext for building preschoolers vocabulary. Frontiers in Psychology, 7, 1-7. doi:10.3389/fpsyg.2016.00997Beaty, J. J. (2013). 50 early childhood literacy strategies (edisi ke-3). Boston: Pearson.Beaty, J. J. (2016). Observing development of the young child. London, UK: Prentice Hall.Beaty, J. J. (2019). Preschool appropriate practices: Environment, curriculum, and development.Boston, MA: Cengage.Beaty, J. J., & Pratt, L. (2015). Early literacy in preschool and kindergarten: A multiculturalperspective. Boston: Pearson.Beaver, N., Wyatt, S., & Jackman, H. (2018). Early education curriculum: A child’sconnection to the world (edisi ke-7). Boston, MA: Cengage Learning.Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income childrens oralvocabulary repertoires through rich and focused intruction. The Elementary School Journal, 107(3),251-271.Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabularyinstruction. New York: Guilford Press.Begeny, J. C., & Buchanan, H. (2010). Teachers judgments of students early literacy skills measuredby the Early Literacy Skills Assessment: Comparisons of teachers with and without assessmentadministration experience. Psychology in the Schools, Vol. 47(8), doi: 10.1002/pits.20509Beller, M., & Gafni, N. (2000). Can item format (multiple choice vs. open-ended) account for genderdifferences in mathematics achievement? Sex Roles: A Journal of Research.Below, J. L., Skinner, C. H., Fearrington, J. Y., & Sorrell, C. A. (2010). Gender differences inearly literacy: Analysis of kindergarten through fifth-grade Dynamic Indicators of Basic EarlyLiteracy Skills probes. School Psychology Review, 39(2), 240-257.Bhasah Abu Bakar. (2007). Kaedah analisis data penyelidikan ilmiah. Kuala Lumpur: UtusanPublications & Dist.Biemiller, A. & Slonim, N. (2001). Estim ating root word vocabulary growth in normative andadvantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal o fEducational Psychology, 93, 498-520.Biemiller, A. (2003). Oral comprehension sets the ceiling on reading comprehension.American Educator. Diperoleh semula daripada http://www.aft.org/pubs-reports/american_educator/spring2003/biemiller.htmlBirgisdottir, F., Gestsdottir, S., & Thorsdottir, F. (2015). Behavioral self-regulation and thedevelopment of literacy: A two-year longitudinal study of Icelandic pre-school children. EarlyEducation and Development. doi: 10.1080/10409289.2015.1003505Blank, J. (2012). Fostering language and literacy learning: Strategies to support the many wayschildren communicate. Dimensions of Early Childhood, 40(1), 3- 11.Bloom, B. S. (1984). Taxonomy of educational objectives: The classification of educational goals.New York: Longman.Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research: An introduction to theories and methods(edisi ke-5). Boston, MA: Allyn and Bacon.Bond, G., & Dykstra, R. (1967). The cooperative research program in first-gradereading instruction. Reading Research Quarterly, 2, 5-142.Bowman, B., Donovan, M., & Burns, M. (2001). Eager to learn: Educating ourpreschoolers. Washington, DC: National Academy Press.Bradford, H. (2009). Communication, language and literacy in the Early Years Foundation Stage.London: Routledge.Branch, R. M. (2014). Instructional design: The ADDIE approach. New York: Springer.Brislin, R. W. (1970). Back-translation for cross-cultural research brown. Journal ofCross-Cultural Psychology 1(3), 185-216. DOI: 10.1177/135910457000100301Britian, W. (1979). Creativity, art and the young child. New York: Macmillan.Broek, P., Kendeou, P., Lousberg, S., & Visser, G. (2011). Preparing for reading comprehension:Fostering text comprehension skills in preschool and early elementary school children.International Electronic Journal of Elementary Education, 4(1), 259-268.Bromley, K. (2007). Building a sound writing program. Dalam L. M. Morrow, L. B. Grambrell, & M.Pressley (Editor), Best practices in in literacy instruction (edisi ke-2, ms. 243-263). New York:Guilford Press.Bryant, P. E., Maclean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phonemedetection, and learning to read. Developmental Psychology, 26, 429-438.Burrill, L. E. (1980). How a standardized achievement test is built. Test Service Notebook 125. NewYork: Psychological Corp.Burt, L., Holm, A., & Dodd, B. (1999). Phonological awreness skills of four-year-old Britishchildren: An assessment and developmental data. International Journal of Language and CommunicationDisorder, 34, 311-335.Byrne, B. & Fielding-Barnsley, R. (1995). Evaluation of a program to teach phonemic awareness toyoung children: A 2- and 3-year follow up and a new preschool tria l. Journal o f EducationalPsychology, 87, 488-503.Cabell, S. Q., Puranik, C. S., & Tortorelli, L. S. (2014). Supporting early literacy skills throughpreschool writing instruction in therapeutic and classroom contexts. Perspectives on LanguageLearning and Education. doi: 10.1044/lle21.3.88Caesar, G. L., & Nelson, N. W. (2014). Parental involvement in language and literacy acquisition: Abilingual journaling approach. Child Language Teaching andTherapy, 30(3), 317-336. doi: 10.1177/0265659013513028Cairney, T. H. (2002). Bridging home and school literacy: In search of transformativeapproaches to curriculum. Early Child Development and Care, 172, 153-172.Carbanaro, W. (2006). Public-private differences in achievement among kindergarten students:Differences in learning opportunities and student outcomes. American Journal of Education, 113(1),31-65. doi:10.1086/506493Carr-Chellman, A. A. (2016). Instructional design for teachers: Improving classroom practice. NewYork: Routledge.Carson, K. L. (2012). Efficient and effective classroom phonological awareness practices to improvereading achievement. Tesis doktor falsafah yang tidak diterbitkan, University of Canterbury, NewZealand.Chaney, C. (1994). Language development, metalinguistic awareness, and emergent literacy skills of3-year-old children in relation to social class. Applied Psycholinguistics, 15, 371-394.Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early readingachievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to firstgrade sample. Journal of Educational Psychology, 98, 489-507.Che Zanariah Che Hassan, & Fadzilah Abd Rahman. (2011). Pelaksanaan pengajaran dan pembelajarankemahiran menulis di sekolah rendah. Jurnal Pendidikan Bahasa Melayu, 1(1), 67-87.Cheadle, J. E. (2007) The Early Literacy Skills Assessment (ELSA): Psychometric report for BothEnglish and Spanish versions. High/Scope Early Childhood Reading Institute.Chew, F. P., Mahzan Arshad, Zahari Ishak, & Loh, S. C. (2008). Pendidikan kesusasteraan awal kanakkanak: Isu dan masalah. Masalah Pendidikan, 31(1), 77-89.Chin, P. C., & Ng, S. G. (2011). Theoretical orientations and conceptions of Malaysia’s NationalPreschool Standard Curriculum. Prosiding dalam The International Conference on Early Childhood andSpecial Education (ICECSE) 2011. Pulau Pinang: Universiti Sains Malaysia.Chomsky, C. (1970). Reading, writing, and phonology. Harvard Educational Review, JO, 287-309.Chomsky, N. (1979). Reflections on language. Glasgow: Fontana Collins.Chris, T., & Wang, C. (2010). Bridging the vocabulary gap: What the research tells usabout vocabulary instruction in early childhood. Young Children, 84-91.Chua, Y. P. (2008). Asas statistik penyelidikan: Analisis data skala ordinal dan skalanominal. Kuala Lumpur: McGraw Hill.Chua, Y. P. (2011). Kaedah penyelidikan (edisi ke-2). Kuala Lumpur: McGraw Hill. Chua, Y. P.(2012). Asas statistik penyelidikan (edisi ke-2). Kuala Lumpur: McGrawHill.Chua, Y. P. (2014). Ujian univariat dan multivariat. Kuala Lumpur: McGraw Hill.Clay, M. M. (1966). Emergent reading behavior. Disertasi doktor falsafah yang tidak diterbitkan,University of Auckland, New Zealand.Clay, M. M. (1979). Reading: The patterning of complex behavior. Auckland: Heinemann.Clay, M. M. (1982). Observing young readers: Selected papers. Portsmouth, NH, Heinemann.Clay, M. M. (1989). Concepts about print in English and other languages. The Reading Teacher, 42,268-276.Clay, M. M. (1990). Research currents: What is and what might be in evaluation.Language Arts, 67(3), 288-298.Clay, M. M. (2001). Exploring with a pencil. Theory into Practice, XVI(5), 334-341. Clay, M. M.(2006). What did I write? Portsmouth, NH: Heinemann.Clay, M. M. (2010). How very young children explore writing. Rosedale, North Shore: Pearson NewZealand Ltd.Clay, M. M. (2015). Becoming literate: the construction of inner control. Auckland, New Zealand:Global Education Systems (GES).Clevenger-Bright, M. (2009). Teachers' knowledge, beliefs, and practices in early literacy:Response to the demographic shift. Disertasi doktor falsafah yang tidak diterbitkan, University ofWashington, Amerika Syarikat.Cohen, R. J., Swerdlik, M. E., & Sturman, E. (2013). Psychological testing and assessment: Anintroduction to tests and measurement. New York: McGraw- Hill.Coltheart, M. (1979). When can children leaxn to read-and when should they be taught. Dalam Readingresearch: Advances in theory and practice (Vol. 1, ms. 1-30). New York: Academic Press.Combs, B. (2012). Assessing and addressing literacy needs: Cases and instructionalstrategies. Los Angeles: SAGE.Conte, K. L., & Hintze, J. M. (2000). The effects of performance feedback and goalsetting on oral reading fluency within curriculum-based measurement.Assessment for Effective Intervention, 25(2), 85-98.Cooper, J. D., & Kiger, N. D. (2011). Literacy assessment: Helping teachers plan instruction.Boston, MA: Houghton Mifflin Company.Copple, C., & Bredekamp, S. (2012). Developmentally appropriate practice in early childhoodprograms serving children from birth through age 8. Washington: National Association for theEducation of Young Children.Cowen, J. E. (2001). An action research model for changing teaching behaviors and literacyachievement for young children. Journal of the New Jersey Association of Teacher Educators, 10,51-60.Cowen, J. E. (2003). A balanced approach to beginning reading instruction: A synthesis of six majorU.S. research studies. Newark, DE: International Reading Association.Crawford, P. A. (1995). Early literacy: Emerging perspectives. Childhood Education International,10, 71-86.Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixedmethods approaches. Los Angeles: SAGE.Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, andevaluating quantitative and qualitative research. New York, NY: Pearson.Crim, C., Hawkins, J., Thornton, J., Rosof, H. B., Copley, J., & Thomas, E. (2008).Early childhood educators' knowledge of early literacy Development. Issues in Teacher Education,17(1), 17-30.Cronbach , L. J. (1971). Test validation. Dalam R. L. Thorndike. Educational measurements,Washington, D.C: American Council of Education.Crowther, I. (2016). Creating effective learning environments. Brantford, Ont.: W. Ross MacDonaldSchool Resource Services Library.Cunningham, A. J., & Carroll. J. M. (2011). Age and schooling effects on early literacy and phonemeawareness. Journal of Experimental Child Psychology, 109(2). doi: 10.1016/j.jecp.2010.12.005Dahlia Janan, Diana Jumadi, & Mazura Mastura Muhamad. (2014). Memadankan pembaca kepada teks: Satutinjauan model baharu kebolehbacaan teks Bahasa Melayu. Laporan penyelidikan Geran Dana PembudayaanPenyelidikan (RAGS), Universiti Pendidikan Sultan Idris, Tanjong Malim,Perak.Davis, D. L. (2014). Fidelity of implementation, teacher perceptions and childoutcomes of a literacy curriculum in a Head Start program: A mixed methods study. Disertasi doktorfalsafah yang tidak diterbitkan, University of Nebraska, Amerika Syarikat.DeBruin-Parecki, A. (2005). Early literacy skills assessment: User guide. Ypsilanti, Michigan:Highscope Press.DeBruin-Parecki, A. (2008). Effective early literacy practice: Here's how, here's why.MD: Brookes PublishingDeBruin-Parecki, A. (2009). Establishing a family literacy program with a focus on interactivereading: The role of research and accountability. Early Childhood Education Journal, 36, 385-392.Dewan Bahasa dan Pustaka. (2019). Pusat Rujukan Persuratan Melayu. Diperoleh semula daripadahttp://prpm.dbp.gov.my/Cari1?keyword=pencapaian&d=158212 NIDice, J. L., & Schwanenflugel, P. (2012). A structural model of the effects of preschool attentionon kindergarten literacy. Reading and Writing, 25(9), 2205-2222.Dick, W., & Reiser, R. A. (1989). Planning effective instruction. Englewood Cliffs, NJ:Prentice-Hall.Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction.Boston: Pearson.Dickinson, D. K., & Tabors, P. O. (2010). Beginning literacy with language: Young children learningat home and school. Baltimore, MD: Paul H. Brookes.Dickinson, D. K., McCabe, A., & Essex, M. (2006). A window of opportunity we must open to all: Thecase for preschool with high quality support for language and literacy. Dalam D. K. Dickinson & S.B. Neuman (Editor), Handbook of early literacy research (Vol. 2, ms. 11-28). New York: The GuilfordPress.Dixon-Krauss, L., Januszka, C. M., & Chan-Ho, C. (2010). Development of the Dialogic ReadingInventory of parent-child book. Reading Journal of Research in Childhood Education, 24, 266-277.doi:10.1080/02568543.2010.487412Dubiel, J. (2016). Effective assessment in the Early Years Foundation Stage (edisi ke- 2). London:SAGE Publication.Duke, N. K., & Kays, J. (1998). “Can I say &bdquo;once upon a time?”: Kindergarten children developingknowledge of information book language. EarlyChildhood Research Quaterly, 13(2), 295-318.Dukes, C., & Smith, S. (2007). Developing Pre-school communication and language.Bonhill Street, London: Paul Chapman.Dunst, C. J., Trivette, C. M., & Cutspec, P. A. (2002). Toward an operational defi nition ofevidence-based practices. Centerscope, 1(1), 1-10.Dunst, C. J., Trivette, C. M., Masiello, T., Roper, N., & Robyak, A. (2006).Framework for developing evidence-based early literacy learning practices.Center for Early Literacy Learning, 1(1), 1-15.Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction.Reading Research Quarterly, 14, 481-533.Durrell, D. D., Nicholson, A., Olson, A. V., Gavel, S. R., & Linehan, E. B. (1958).Success in first grade reading. The Journal of Education, 140(3), 1-48.Dyson, A. H. (1986). Childrens early interpretations of writing: Expanding research perspectives.Dalam D. Yoden & S. Templeton (Editor), Metalinguistic awareness and beginning literacy. Exeter,NH: Heinemann.Dyson, A. H. (2001). Writing and childrens symbolic repertoires: Development unhinged. Dalam S. B.Nueman & D. K. Dickinson (Editor), Handbook of early literacy research (ms. 126-141). New York:Guilford.Ebel, R. L., & Frisbie, D. A. (2009). Essentials of educational measurement. New Delhi: PrenticeHall of India.Egan-Robertson, A., & Bloome, D. (Editor). (1998). Students as researchers of culture, language,and their own community. Creskill, NJ: Hampton Press.Ehri, L. C. (1989). The development of spelling knowledge and its role in reading acquisition andreading disability. Journal of Educational Psychology, 68, 70- 74.Ehri, L. C. (1997). Phonemic awareness and learning to read. Literacy Development in YoungChildren, 4(2), 2-3.Ehri, L. C. (2004). Teaching phonemic awareness and phonics; And explanation of the nationalreading panel meta analyses. Dalam P., McCardle, & V., Chhabra, (Editor), The Voice of Evidence inReading Research (ms. 153-186). Baltimore: Paul H. Brookes.Ehri, L. C., & Nunes, S. R. (2006). The role of phonemic awareness in early learning to read. DalamA. E. Farstrup & S. J. Samuels (Editor), What research has to say about reading instruction (ms.110-139). Newark, DE: International Reading Association.Ehri, L. C., & Roberts, T. (2006). The roots of learning to read: Acquisition of lettersand phonemic awareness. Dalam S. Neuman & D. Dickinson (Editor),Handbook of early literacy research (ms. 113-131). New York, NY: GuilfordPress.Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., &Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from theNational Reading Panels meta-analysis. Reading Research Quarterly, 36, 250-287.Elkin, D. (2012). Knowing is not understanding: Fallacies and risks of early academic instruction.Young Children, 67(1), 84-87.Elliot, A. C., & Woodward, W. A. (2016). IBM SPSS by example: A practical guide to statistical dataanalysis (edisi ke-2). Thousand Oaks, California: Sage Publications.Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2007). Early schooling: The handicap of beingpoor and male. Sociology of Education, 80, 114-138.Enz, B. J., & Morrow, L. M. (2009). Assessing preschool literacy development: Informal and FormalMeasures to guide instruction. Newark, D.E: International Reading Association.Epstein, A. S., Schweinhart, L. J., DeBruin-Parecki, A., & Robin, K. B. (2004).Preschool assessment: A guide to developing a balanced approach. Ypsilanti, Michigan: HighScopeEducational Research Foundation.Ergul, C., Akoglu, G., Sarica, A. D., Karaman, G., Tufan, M., Bahap-Kudret, Z., & Deniz, Z. (2016).An Adapted Dialogic Reading program for turkish kindergarteners from low socio-economicbackgrounds. Journal of Education and Training Studies, 4(7), 169-184.Eunice, O. L., Fauzan Izzati Roselan, Nor Hafizah Anwardeen, & Fatin Hazirah Mohd Mustapa. (2015).Suitability of the Literacy and Numeracy Screening (Linus) 2.0 programme in assessing childrensearly literacy. The Malaysian Online Journal of Educational Science, 3(2), 36-44.Evans, M. A., Williamson, K., & Pursoo, T. (2008). Pre-schoolers attention to print during sharedbook reading. Scientific Studies of Reading, 12(1), 106-129.Evans, V. M. (2006). A program to improve emergent literacy skills among African Americanpreschoolers. Disertasi doktor pendidikan yang tidak diterbitkan, Nova Southeastern University,Amerika Syarikat.Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of shared reading interactionsthrough observational learning. American Journal of SpeechLanguage Pathology, 9, 36-47Faizah Saad, & Eftah Moh @ Abdullah. (2015). Kajian status kefahaman guru dalampentaksiran murid program LINUS. Jurnal Pendidikan Awal Kanak-Kanak, 4(1), 17-28.Falconer, L. (2010). Encouraging preschoolers early writing efforts: Take another look at thatscribble. Exchange, 84-86.Farkas, G. (2003). Cognitive skills and noncognitive traits and behaviors in stratificationprocesses. Annual Review of Sociology, 29, 541-562.Farr, R. (1992). Putting it all together: Solving the reading assessment puzzle.Reading Teacher, 46, 26-37.Fatimah Hani Hassan, Vandort, A. S., & Rahayu Mustaffa Kamal. (2010).Pengadaptasian Skala Integratif Perkembangan Kanak-kanak Normal 16-30 bulan. Jurnal Sains KesihatanMalaysia, 8(2), 9-14.Fatin Nabilah Mohamed. (2016). Tahap perkembangan awal literasi (bacaan dan kefahaman naratif dantulisan awal) kanak-kanak taska berumur empat tahun. Tesis sarjana muda pendidikan yang tidakditerbitkan, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.Feeney, S., Moravcik, E., & Nolte, S. (2019). Who am I in the lives of children?: An introductionto early childhood education. New York: Pearson Education.Fernandez-Fein, S., & Baker, L. (1997). Rhyme and alliteration sensitivity and relevant experiencesamong preschoolers from diverse backgrounds. Journal of Literacy Research, 29(3), 433-459.Ferreiro, E., & Teberesky, A. (1989). Literacy before schooling. Portsmouth, NH: Heinemann.Ferreriro, E., & Teberosky, A. (1982). Literacy before schooling. Exeter, NH: Heinemann.Field, A. P. (2018). Discovering statistics using IBM SPSS statistics. London: SAGE. Field, A., &Hole, G. (2011). How to design and report experiments. London: Sage. Fillmore, C. J. (1997).Lectures on deixis. United Kingdom: Cambridge UniversityPress.Fisher, D., & Frey, N. (2013). Common core English language arts in PCL at work.Newark, DE: International Reading Association.Fitts, B. P. (2005, October). National early literacy panel: A synthesis of scientifi c research onyoung children’s early literacy development. Kertas kerja yang dibentangkan dalam Ohio Departmentof Education Early ChildhoodConference, Columbus, OH.Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. New york,NY: Teachers College Press.Foster, W. A., & Miller, M. (2007). Development of the Literacy Achievement Gap: A longitudinalstudy of kindergarten through third grade. Language, Speech, and Hearing Services in Schools 38(3):173-81.Fowler, A. E. (1991). How early phonological development might set the stage for phoneme awareness.Dalam S. Brady & D. Shankweiler (Editor), Phonological processes in literacy: A tribute to IsabelleLiberman (ms. 97- 117). Hiiside, NJ: Erlbaum.Fox, B., & Routh, D. K. (1975). Analyzing spoken language into words, syllables and phonemes: Adevelopmental study. Journal of Psycholinguistic Research, 4, 331-342.Foy, J. G., & Mann, V. (2003). Home literacy environment and phonological awareness in preschoolchildren: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24,59-88.Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research ineducation (edisi ke-10). New York: McGraw-Hill Education.Fraser, S., Lewis, V., Ding, S., Kellett, M., & Robinson, C. (2008). Doing research with childrenand young people. London: Sage Pub.Froebel, F. W. A. (1912). Froebel chief writing on education. S.S.F. Fletcher & J. Welton.(Penterjemah). New York: Longmans, Green & Co.Gallavan, N., & Kottler, E. (2009). Constructing rubrics and assessing progress collaborativelywith social studies students. The Social Studies, 154-158.Gesell, A. (1925). The mental growth of the pre-school child: A psychological outline of normaldevelopment from birth to the sixth year, including a system of developmental diagnosis. New York,NY: Macmillan.Gestwicki, C. (2017). Developmentally appropriate practice: Curriculum and development in earlyeducation (edisi ke-6). Boston, MA: Cengage Learning.Gillette, C. (2013). Learning to read and write and spell. US: Darien Public Schools. Gischlar, K.L. (2009). Efficiency and conomy in the assessment of emergent literacyskills. Tesis doktor falsafah yang tidak diterbitkan, Lehigh University, Amerika Syarikat.Gober, M. C. (2008). Concepts about print (CAP) and the development of early reading strategies inkindergarten. Disertasi doktor falsafah yang tidakditerbitkan, Walden University, Minneapolis, MN.Golsbe. (2019). English-Malay dictionary. Diperoleh semula daripadahttps://glosbe.com/en/ms/usabilityGonzalez, J. E., Goetz, E. T., Hall, R. J., Payne, T., Taylor, A. B., Kim, M., & McCormick, A. S.(2010). An evaluation of Early Reading First (ERF) preschool enrichment on language and literacyskills. Read Writ, 24:253-284. doi 10.1007/s11145-009-9212-8Good, R. H., & Kaminski, R. A. (Editor). (2002). Dynamic indicators of basic early literacy skills(edisi ke-6). Eugene, OR: Institute for the Development of Educational Achievement.Goodman, K. (1992). I didnt found whole language. The Reading Teacher, f6, 188- 199.Goodrich, J. M., Farrington, A. L., & Lonigan, C. J. (2015). Relations between early reading andwriting skills among Spanish-Speaking language. Reading and Writing. doi: 10.1007/s11145-015-9594-8Goodwin, M., G. (2014). Literacy skills of kindergarten students with preschool experience comparedto those with no preschool experience in one Southeastern United States rural school district.Disertasi doktor falsafah yang tidak diterbitkan, Capella University, United State.Gordon, A. M., & Browne, K. W. (2017). Beginnings and beyond: Foundations in early childhoodeducation (edisi ke-10). Boston, MA: Cengage LearningGoswami, U. (2001). Early phonological development and the acquisition of literacy.Dalam S. B. Neuman & D. Dickinson (Editor), Handbook of early literacy research (ms. 111-125). NewYork, NY: Guilford Press.Goswami, U. (2002). In the beginning was the rhyme? A reflection on Hulme, Hatcher, Nation, Brown,Adams, & Stuart. Journal of Experimental Child Psychology, 82, 47-57.Goswami, U., & Bryant, P. (2016). Phonological skills and learning to read. London: Routledge,Taylor & Francis Group.Grant, L. (1995). The smarter sex. World Press Review, 42(1), 45.Griffith, P. L., & Olson, M. W. (1992). Phonemic awareness helps beginning readers break the code.The Reading Teacher, 45(1), 516-523.Groeber, J. (2003). Designing rubrics for reading and language arts. Arlington Heights: PearsonEducation, Inc.Guilford, J. P. (2000). Fundamental Statistics in psychology and education (edisi ke-5). Islambad District (Pakistan): National Book Foundation.Gurian, M., Stevens, K., Henley, P., & Trueman, T. (2011). Boys and girls learndifferently!: A guide for teachers and parents. San Francisco, CA: Jossey- Bass.Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models. Syracuse, NY:ERIC Clearinghouse on Information & Technology, Syracuse Univ.Gustafson, K. L., & Branch, R. M. (2007). What is instructional design? Dalam Reiser, R. A., &Dempsey, J. V. (Editor), Trends and issues in intructional design and technology, (ms. 10-16).Upper Saddle River, NJ: Pearson Education.Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006). Children's schoolreadiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. EarlyChildhood Research Quarterly, 21(4), 431-454. http://dx.doi.org/10.1016/j.ecresq.2006.09.005Halden, A., Clark, C., & Lewis, F. (2011). Investigating communication, language and literacydevelopment in the early years sector. London: National Literacy Trust.Hall, A. H., & Simpson, A. (2015). Examining the effects of preschool writing instruction onemergent literacy skills: A systematic review of the literature. Literacy Research and Instruction,54, 115-134. doi: 10.1080/19388071.2014.991883Hall, N. (1991). The emergence of literacy. London: Hodder and Stoughton.Hall, N., Larson, J., & Marsh, J. (Editor). (2003). Handbook of early childhood literacy. ThousandOaks, CA: Sage.Hare, V. C., & Devine, D. A. (1983). Topical knowledge and topical interest predictors of listeningcomprehension. Journal of Educational Research, 76, 157-160.Harper, S. N., & Pelletier, J. P. (2008). Gender and language issues in assessing early literacy:Group differences in childrens performance on the test of early reading ability. Journal ofPsychoeducational Assessment, 26, 185-194.Hart, B., & Risley, T. R. (2003). The early catastrophe. The 30 million word gap.American Educator, 27, 4-9.Hart, B., & Risley, T. R. (2018). Meaningful differences in the everyday experience of youngAmerican children (edisi ke-2). Baltimore: Paul H. Brookes Publishing.Heinich, R., Molenda, M., Russell, J. D. & Smaldino, S. E. (2009). Instructionalmedia and technologies for learning. New Jersey: Prentice-Hall.Helm, J. H. (2015). Early childhood building blocks: Best practices in asssessment inearly Childhood Education. Ohio Resource Centre.Hiebert, E. H. (1981). Developmental patterns and interrelationships of preschool children's printawareness. Reading Research Quarterly, 16, 236-260.Hilbert, D. D., & Eis, S., D. (2014). Early intervention for emergent literacy development in acollaborative community pre-kindergarten. Early Childhood Educ J, 42,105-113. doi10.1007/s10643-013-0588-3Hipple, M. (1985). Journal writing in kindergarten. Language Arts, 82(3), 255-281.Hishamuddin Ahmad, & Noraziera Abdul Aziz. (2015). Motor skill development ofpre-school children at National Child Development Research Center, Universiti Pendidikan SultanIdris. Journal of Sports Science and Physical Education, 87-94.Ho, R. (2014). Handbook of univariate and multivariate data analysis with IBM SPSS. Boca Raton: CRCPress, Taylor & Francis Group.Hoff, E. (2006). Environmental supports for language acquisition. Dalam S.B. Neuman & D.K.Dickinson (Editor), Handbook of early literacy research: Vol. 4 (ms. 163-172). New York: GuilfordPublications.Hollister, J., Zebrowski, P., & Louko, L. (2013). Enhancing the development of early literacyskills in predominantly ESL preschool classrooms. Department of Communication Sciences andDisorders, University of Iowa.Hoover, W. (1996). The practical implications of constructivism. Diperoleh semula daripadahttp://www.sedl.org/pubs/sedletter/v09n03/practice.htmlHopkins, K. (1998). Educational and psychological measurement and evaluation(edisi ke-8). Boston: Allyn and Bacon.Hopwood-Stephens, I. (2015). Outdoor play for 1-3 year olds: How to set up and run your own outdoortoddler group. Oxon: Routledge.Howell, K. E. (2013). An introduction to the philosophy of methodology. London: SAGE.Huennekens, M. E,. & Yaoying, X. (2016). Using dialogic reading to enhance emergent literacy skillsof young dual language learners. Early Child Development and Care, 186(2), 324-340. doi:10.1080/03004430.2015.1031125Husin Fateh Din, Nazariyah Sani, Mastura Mohamed Berawi, & Siti Hajar Idrus. (2014). LiterasiBahasa Melayu (edisi ke-2). Puchong, Selangor: PenerbitanMultimedia Sdn. Bhd.Hyde, J. S., & Linn, M. C. (1988). Gender differences in verbal ability: A meta-analysis. Psychological Bulletin 104(1), 53-69. doi10.1037/0033-2909.104.1.53Imenda, S. (2014). Is there a conceptual difference between theoretical and conceptual frameworks?J Soc Sci, 38(2), 185-195.International Play Association. (2009). Promoting the child’s right to play. Diperoleh semuladaripada http://members.ipaworld.org/wp- content/uploads/2009/10/IPAbrochure-bw.pdfInternational Reading Association, & National Association for the Education o f Young Children.(1998). Learning to read and write: Developmentally appropriate practices for young children. TheReading Teacher, 52(2), 193- 215.International Reading Association. (1998). Phonemic awareness and the teaching of reading: Aposition statement. Diperoleh semula daripadahttp://www.reading.org/resources/issues/positions_phonemic.htmlInvernizzi, M., Sullivan, A., Meier, J., & Swank, L. (2004). PALS Pre-K: Phonological AwarenessLiteracy Screening for Preschoolers (edisi ke-2). Charlottesville, VA: University PrintingServices.Isahak Haron, Deresah Lahom, Abu Bakar Nordin, Kamarulzaman Kamaruddin, Bhasah Abu Bakar, RajendranNagappan… Abd. Rahman Daud. (2004). Awal membaca bahasa Melayu: Keberkesanan Kaedah GabunganBunyi-Kata untuk prasekolah dan untuk pemulihan. Tanjong Malim, Perak: Universiti Pendidikan SultanIdris, Fakulti Sains Kognitif dan Pembangunan Manusia.Jabatan Perdana Menteri. (2010). Program Transformasi Kerajaan: Pelan hala tuju.Putrajaya: Unit Pengurusan Prestasi dan Pelaksanaan (PEMANDU).Jain, C, Mariani M. N., Nor Mashitah M. R., Che Mah Yusof, Abdullah Kadir, & Shahrul Nizam Salim.(2015). The preschool curriculum implementation versus problems. International Journal of EarlyChildhood Education and Care, 4(1), 31-43.Jalongo, M. R. (2014). Early childhood language arts. Boston: Pearson.Jas Laile Suzana Jaafar. (2008). Pengenalan kepada psikologi kanak-kanak dan remaja. Shah Alam,Selangor: Arah Pendidikan.Jensen, E. (2008). Enriching the brain: How to maximize every learners potential.San Francisco, CA: Jossey-Bass.Johnston, J. (2010). Factors that influence language development. Encyclopedia onEarly Childhood Development, 1-5.Jones, C. D., Clark, S. K., & Reutzel, D. R. (2012). Enhancing alphabet knowledgeinstruction: Research implications and practical strategies for early childhood educators. EarlyChildhood Education Journal. doi 10.1007/s10643-012- 0534-9Jorgensen, D. L. (2008). Participant observation: A methodology for human studies.London: Sage.Juppri Bacotang, & Zainiah Mohamed Isa. (2015, Disember). Pembangunan kerangka Kurikulum AwalLiterasi (KUALITI) untuk kanak-kanak TASKA di Malaysia. Prosiding Seminar Kebangsaan PendidikanNegara Siri 5 (SKEPEN) 2015, Negeri Sembilan, Malaysia, 180-194.Juppri Bacotang, Zainiah Mohamed Isa, Mazlina Che Mustafa, & Siti Farhana Md Yasin. (2016,Oktober). Early Literacy Curriculum (ELiC) framework for nurseries in Malaysia. Kertas kerja yangdibentangkan dalam The 7th UPSI- UPI International Conference in Education, anjuran UniversitiPendidikan Sultan Idris (UPSI) dan Universitas Pendidikan Indonesia (UPI), Tanjong Malim, Perak,Malaysia.Juppri Bacotang. (2012). Kesan pelaksanaan aktiviti Modul Literasi Awal (MULA) terhadap kemahiranliterasi awal kanak-kanak TASKA. Tesis sarjana pendidikan yang tidak diterbitkan, UniversitiPendidikan Sultan Idris, Tanjong Malim, Perak.Justice, L. M. & Ezell, H. K. (2001). Word and print awreness in 4-year-old children.Child Language Teaching and Therapy, 207-225.Justice, L. M., & Kaderavek, J. (2004). Exploring the continuum of emergent to conventionalliteracy: Transitioning special learners. Reading & Writing Quarterly, 20, 231-236.Justice, L. M., Bowles, R. P., & Skibbe, L. E. (2006). Measuring preschool attainment ofprint-concept knowledge: A study of typical and at-risk 3- to 5-year-old children using itemresponse theory. Language, Speech, and Hearing Services in Schools, 37, 224-235.Kalmar, K. (2008). Lets give children something to talk about: Oral language and preschoolliteracy. Young Children, 63(1), 88-92.Kamarulzaman Kamaruddin. (2014). Psikologi perkembangan: Panduan untuk guru.Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan IdrisKaminski, R. A., Abbott, M., Aguayo, K. B., Latimer, R., & Good, R. H. (2014). The Preschool EarlyLiteracy Indicators: Validity and benchmark goals. Topics in Early Childhood Special Education,34(2), 71-82. doi:10.1177/0271121414527003Kamisah Buang. (2013). Perkembangan literasi: Tinjauan prestasi kanak-kanak &perspektif kajian. Klang: Pustaka Fitri.Kaplan, R. M., & Saccuzzo, D. P. (1989). Psychological testing: Principles, applications, andissues (edisi ke-2). Belmont, CA, US: Thomson Brooks/Cole Publishing Co.Kargin, T., Ergul, C., Buyukuzturk, S., & Guldenoglu, B. (2015). A study for developing the Test ofEarly Literacy for 60-72 months children. Özel Eitim Dergisi,16(3), 269-270. doi:10.1501/Ozlegt_0000000231Kassow, D. Z. (2006). Environmental print awareness in young children. TalarisResearch Institute, 1(3), 1-8.Kelman, M. E. (2007). An investigation of preschool children’s primary literacy skills. Disertasidoktor falsafah yang tidak diterbitkan, Wichita State University, Amerika Syarikat.Kementerian Pelajaran Malaysia. (2010). Kurikulum Standard Prasekolah Kebangsaan. Kuala Lumpur:Pusat Perkembangan Kurikulum.Kementerian Pelajaran Malaysia. (2012). Laporan awal Pelan Pembangunan Pendidikan Malaysia2013-2025. Putrajaya: Penulis.Kementerian Pelajaran Malaysia. (2018). Surat siaran Kementerian Pelajaran Malaysia Bilangan 12tahun 2018: Pemansuhan amalan peperiksaan pertengahan dan akhir tahun murid Tahap 1 (Tahun 1, Tahun2 dan Tahun 3) di sekolah rendah muali tahun Kementerian Pelajaran Malaysia 2019. Penulis.Kementerian Pendidikan Malaysia. (2016). Kurikulum Standard Prasekolah Kebangsaan: Semakan 2017.Putrajaya: Bahagian Pembangunan Kurikulum, Penulis.Kerlinger, F. N. (1979). Behavioral research. New York: Holt, Rinehart & Winston. KhairuddinMohamad. (2015). Literasi Bahasa Melayu (edisi ke-2). Shah Alam,Selangor: Oxford Fajar Sdn. Bhd.Kirk, J., & Miller, M. L. (2005). Reliability and validity in qualitative research.Newbury Park, Calif: Sage.Klein, L.G., & Knitzer, J. (2006). Effective preschool curricula and teaching strategies: Pathwaysto early school success (Issue Brief No. 2). New York, NY: Columbia University, National Center forChildren in Poverty.Kostelnik, M. J. (2019). Developmentally appropriate curriculum: Best practices inearly childhood education (edisi ke-7). NY: Pearson.Kruse, L. G., Spencer, T. D., Olszewski, A., & Goldsteinc, H. (2015). Small groups,big gains: Efficacy of a Tier 2 phonological awareness intervention with preschoolers with earlyliteracy deficits. American Journal of Speech- Language Pathology, 1-17. doi:10.1044/2015_AJSLP-14-0035Kusolpalin, P., Luyt, B., Munro, Y. L., & Sieu, P. L. (2013). Why do children in Singapore read? Anexploratory study. Malaysian Journal of Library & Information Science, 18(3), 1-12.Lamme, L. L. (1987). Growing up writing: Sharing with your children the joys of good writing.Washington, D.C.: Acropolis Books Ltd.Larson, M. B., & Lockee, B. B. (2014). Streamlined ID: A practical guide to instructionaldesign. Oxon: Routledge.Lau, C. (2015). Inter-relations of core language, pragmatic language, and social competence inpre-schoolers. Research in Language, 13(4), 404-425. doi: 10.1515/rela-2015-0033Lerner, J. W., Lowenthal, B., & Egan, R. (2003). Preschool children with special needs: Children atrisk and children with disabilities. Boston: Allyn and Bacon.Levin, I., & Bus, A. G. (2003). How is emergent writing based on drawing? Analyses of children'sproducts and their sorting by children and mothers. Developmental Psychology, 39(5), 891-905.http://dx.doi.org/10.1037/0012-1649.39.5.891Li, G., & Yang, L. (2015). Asian immigrant childrens reading achievement in the early years:Trends from the ECLS-K data. Frontiers of Education in China, 10(1), 110-131.Liberman, I. Y. (1873). Segmentation of the spoken word and reading acquisition.Bulletin of the Orton Spciety, 23, 65-77.Liberman, I. Y., & Shankweiler, D. (1985). Phonology and the problems of learning toread and write.Remedial and Special Education, 6, 8-17.Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable andphoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.Liza Isyqi Ramli & Lee Phaik Gaik. (2011a). Improving the ability in differentiating vowel soundsamongst preschool children by using wheel of vowels. Prosiding dalam The International Conferenceon Early Childhood and Special Education (ICECSE) 2011. Pulau Pinang: Universiti Sains Malaysia.Liza Isyqi Ramli & Lee Phaik Gaik. (2011b). Breakthrough to english literacy usingsynthetic phonics approach: A Case study on a remote island school in Sabah,East Malaysia. Prosiding dalam The International Conference on EarlyChildhood and Special Education (ICECSE) 2011. Pulau Pinang: Universiti Sains Malaysia.Loeb, D. F., Gillam, R. B., Hoffman, L., Brandel, J., & Marquis, J. (2009). The effects of FastForWord Language on the phonemic awareness and reading skills of school-age children with languageimpairments and poor reading skills. American Journal of Speech-Language Pathology, 18, 376-387.Loewenthal, K. L. (2018). Introduction to psychological tests and scales (edisi ke-3).London: Routledge.Lomax, R. & McGee, L. (1987). Young children's concepts about print and reading: Toward a model ofword reading acquisition. Reading Research Quarterly, 22, 237-256.Longcamp, M., Zerbato-Poudou, M.-T., & Velay, J. (2005). The influence of writing practice onletter recognition in preschool children: A comparison between handwriting and typing. ActaPsychologica, 67-79. doi:10.1016/j.actpsy.2004.10.019Lonigan, C. J. (2006). Development, assessment, and promotion of pre-literacy skills.Early Education and Development, 17, 91-114. doi:10.1207/s15566935eed1701_5Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement ina shared-reading intervention for preschool children from low- income backgrounds. Early ChildhoodResearch Quarterly, 13(2), 263-90.Lonigan, C. J., Allan, N. P., & Lerner, M. D. (2011). Assessment of preschool early literacyskills: Linking childrens educational needs with empirically supported instructional activities.Psychology in the Schools, 48(5), 488-501, DOI: 10.1002/pits.20569.Lonigan, C. J., Bloomfield, B. G., Anthony, J. L., Bacon, K. D., Phillips, B. M., & Samwel, C. S.(1999). Relations among emergent literacy skills, behavior problems, and social competence inpreschool children from low and middle income backgrounds. Topics in Early Childhood SpecialEducation, 19, 40-53.Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and earlyreading skills in preschool children: Evidence from a latent- variable longitudinal study.Developmental Psychology, 36, 596-613. doi:10.1037/0012-1649.36.5.596Lonigan, C. J., Burgess, S. R., Anthony, J. L., & Barker, T. A. (1998). Development of phonologicalsensitivity in 2 to 5 year-old children. Journal of EducationalPsychology, 90, 294-311. doi: 10.1037/0022-0663.90.2.294Lonigan, J. C., & Shanahan, T. (2010). Developing early literacy: Executive summaryof the National Early Literacy Panel. Jessup, MD: National Institute for Literacy.Lopatovska, I., Hatoum, S., Waterstraut, S., Novak, L., & Sheer, S. (2016). Not just a prettypicture: Visual literacy education through art for young children. Journal of Documentation, 72(6).doi: 10.1108/JD-02-2016-0017Lovel, K. (1968). Some recent studies in language development. Merrill-Palmer Quaterly, 14,123-138.Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulatingphonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skills in the first schoolyears, predicted from phonemic awareness skills in kindergarten. Scandivanian Journal ofPsychology, 21, 59-73.Lynch, J. S., van den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch,E. P. (2008). The development of narrative comprehension and its relation to other early readingskills. Reading Psychology, 29, 327-365.Machado, J. M. (2016). Early childhood experiences in language arts: Early literacy(edisi ke-11). Boston, MA: Cengage Learning.Mahzan Arshad. (2007). Tinjauan terhadap persembahan buku kanak-kanak di Malaysia. JurnalPendidikan, 27(1), 201-216.Mahzan Arshad. (2012). Pendidikan literasi awal kanak-kanak: Teori dan amali.Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan Idris.Mahzan Arshad. (2016). Prinsip dan amalan dalam pengajaran literasi Bahasa Melayu. Kuala Lumpur:Dewan Bahasa dan Pustaka.Majzub, R., & Kurnia, R. (2010). Reading readiness amongst preschool children in Pekanbaru Riau.Procedia - Social and Behavioral Sciences, 9, 589-594, https://doi.org/10.1016/j.sbspro.2010.12.202Makin, L., & Whitehead, M. (2004). How to develop children’s early literacy: A guide forprofesional careers and educators. Bonhill Street, London: Paul Chapman.Marhamah Abu Zahar. (2013). Tahap literasi awal kanak-kanak prasekolah berdasarkan Teori PenampilanLiterasi. Tesis sarjana muda pendidikan yangtidak diterbitkan, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.Marshall, T. M. (2014). An evaluation of project iREAD: A program created toimprove sight word recognition. Disertasi doktor pendidikan yang tidak diterbitkan, The College ofWilliam and Mary, Virginia, Amerika Syarikat.Maruyama, G., & Ryan, C. S. (2014). Research methods in social relations (edisi ke- 8). UnitedKingdom: John Wiley & Sons Ltd.Marzano, R. J. (2018). Making classroom assessment reliable & valid. Bloomington, IN: Solution TreePress.Mashudi Kader, & Tan, H. Y. (2002). Pemerolehan morfologi dan sintaksis kanak- kanak Melayu. JurnalBahasa, 2(3), 352-373.Mason, J. M. (1980). When do children begin to read: An exploration of four year old children'sletter and word reading competencies. Reading Research Quarterly, 15, 203-227.Mason, J. M., & Sinha, S. (1993). Emergent literacy in the early childhood years: Applying aVygotskian model of learning and development. Dalam B. Spodek (Editor), Handbook of research on theeducation of young children (ms. 137- 150). New York: McMillan.Mason, J. M., & Stewart, J. P. (1990). Emergent literacy assessment for instructional use inkindergarten. Dalam L. M. Morrow & J. K. Smith (Editor), Assessment for instruction in earlyliteracy (ms. 155-175). Englewood Cliffs, NJ: Prentice Hall.Massetti, G. M. (2009). Enhancing emergent literacy skills of preschoolers fromlow- incomeenvironments through a classroom-based approach. School Psychology Review 2009, 38(4), 554-569.Maszuraini Miswan, & Hamedi Mohd Adnan. (2015). Pembangunan aplikasi peranti mudah alih untukkemahiran membaca kanak-kanak: Aplikasi Literasi LINUS (LiLIN). Jurnal Pengajian Media Malaysia,17(2), 64-78.Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences inself-regulation and academic achievement. Journal of Educational Psychology, 101, 689-704.Mayer, K. (2007). Emerging knowledge about emerging writing. Young Children, 62(1), 34-40.Mayesky, M. (2017). Creative activities and curriculum for young children.Vancouver, B.C.: Langara College.McAfee, O. (2016). Assessing and guiding young children’s development andlearning (edisi ke-6). Upple Saddle River, NJ: Pearson Education, Inc.McGee, L. M. (2007). Transforming literacy practices in preschool: Research-basedpractices that give all children the opportunity to reach their potential as learners. New York:Scholastic.McGee, L. M., & Richgels, D. J. (2012). Literacy’s beginnings: Supporting young readers and writers(edisi ke-6). Boston: Pearson.McKenney, S. E., & Reeves, T. C. (2019). Conducting educational design research(edisi ke-2). Abingdon, Oxon: Routledge.McMillan, J. H. (2008). Assessment essentials for standard-based education (edisi ke- 2). ThousandOaks, CA: Corwin Press.McMillan, J. H. (2012). Educational research: Fundamentals for the consumer (edisi ke-6). Boston:Pearson.McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-basedinstruction (edisi ke-5). Upple Saddle River, NJ: Pearson Education, IncMcMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry (edisike-7). Harlow, England: Pearson.McNaughton, S. (1995). The patterns of emergent literacy: Processes of development and transition.Oxford: Oxford University Press.Md Noor Saper, Nurul Ain Mohd Daud, & Norazani Ahmad. (2016). Kesahan dan kebolehpercayaan ModulI-Sc (Islamic Spiritual Counseling) ke atas pelajar bermasalah tingkah laku. International Journalof Islamic Thought, 9, 32-43.Medwell, J., Wray, D., Poulson, L., & Fox, R. (1998). Effective teachers of literacy.Diperoleh semula daripada http://www.leeds.ac.uk/educol/documents/000000829.htmMei-Hsiu, C. (2012). Parental involvement and the early literacy skills of Asian American preschoolchildren. Disertasi doktor falsafah yang tidak diterbitkan, Texas Womans University, Denton,Texas.Menyuk, P. (1988). Language development: Knowledge and use. Glenview, IL: Scott, Foresman.Mertler, C. A. (2005). Secondary teachers assessment literacy: Does classroom experience make adifference? American Secondary Education, 33(2), 76-92.Meyers, L. S., Gamst, G., & Guarino, A. J. (2017). Applied multivariate research: Design andinterpretation (edisi ke-3). Los Angeles: SAGE.Michael, M., & Sengers, P. (2003). Narrative intelligence. Amsterdam: J. BenjaminsPub.Miles, M. B., & Huberman, A. M., Saldana, J. (2019). Qualitative data analysis (edisike-4). London: SAGE.Miller, C. P. (2010). Before they read: Teaching language and literacy development throughconversation, interactive read-alouds, and listening games. Gainesville, FL: Maupin HousePublishing.Miller, L., & Smith, A. P. (2004). &bdquo;Practitioners beliefs and childrens experiences of literacyin four early years settings. Early Years, 24(2), 121-33.Miller, M. D., Linn, R. L., & Gronlund, N. E. (2013). Measurement and assessment in teaching (edisike-11). Upper Saddle River, NJ: Pearson Education.Mills, G. E. (2016). Educational research: competencies for analysis and application(edisi ke-11). Upper Saddle River, NJ: Pearson Education.Ming, K., & Dukes, C. (2010). Gimme five: Creating a comprehensive reading lesson with all theessential elements. Teaching Exceptional Children, 42(3), 22-28.Mohamad Najib Ghafar. (2000). Penyelidikan pendidikan. Skudai, Johor: Penerbit Universiti TeknologiMalaysia.Mohd Firdaus Che Yaacob, & Normaliza Abd Rahim. (2014). Cerita rakyat membentuk moral positifkanak-kanak melalui nilai murni. Journal of Business and Social Development, 2(2), 74-85.Mohd Khairuddin Abdullah, & Halimah Laji. (2015). Analisis perbandingan efikasi pengajaran dankalangan guru Bahasa Melayu tahun satu. Jurnal Pendidikan Bahasa Melayu, 5(1), 10-17.Mohd Majid Konting. (2000). Kaedah penyelidikan pendidikan (edisi ke-4). Kuala Lumpur: Dewan Bahasadan Pustaka.Mohd Yusri Ibrahim. (2017). Sembang santai penyelidikan. Besut: Bandar Ilmu. Mok, S. S. (2010).Literatur dan kaedah penyelidikan. Puchong, Selangor: PenerbitanMultimedia.Molenda, M. (2003). The ADDIE Model. Dalam Kovalchick, A., & Dawson, K. (Editor), Educationaltechnology: An encyclopedia. Diperoleh semula daripadahttp://www.indiana.edu/~molpage/The%20ADDIE%20Model_Encyclo.pdfMolfese, V. J., Beswick, J. L., Jacobi-Vessels, J. L., Armstrong, N. E., Culver, B. L., White, J.M., .. & Molfese, D. L. (2011). Evidence of alphabetic knowledge in writing: connections to letterand word identification skills in preschool andkindergarten. Reading and Writing, 24(2), 133-150.Moravcik, E., & Nolte, S. (2018). Meaningful curriculum for young children (edisike-2). New York: Pearson Education.Morris, D., Bloodgood, J. W., Lomax, R. G. & Perney, J. (2003). Developmental steps in learning toread: A longitudinal study in kindergarten and first grade. Reading Research Quarterly, 38,302-329.Morrison, G. R. (2019). Designing effective instruction (edisi ke-8). NJ: John Wiley.Morrow, L. M. (2019). Literacy development in the early years: helping children read and write.Boston: Pearson.Morrow, L. M., Freitag, E., & Gambrell, L. B. (2009). Using children’s literature in preschool todevelop comprehension: Understanding and enjoying books (edisi ke-2). Newark, DE: InternationalReading Association.Morrow, L.M., Strickland, D., & Woo, D. (1998). Literacy instruction in half- and whole-daykindergarten: Research to practice. Newark, DE: International Reading Association.Muhamad Nasarudin Che Azid. (2016). Tahap perkembangan awal tulisan kanak- kanak taska berumur 3+dan 4+ tahun di sebuah taska swasta. Tesis sarjana muda pendidikan yang tidak diterbitkan,Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.Muhammad Haziq Mohd Sharif. (2016). Tahap perkembangan fonemik dan fonetik kanak-kanak taskaberumur 3+ dan 4+ tahun. Tesis sarjana muda pendidikan yang tidak diterbitkan, UniversitiPendidikan Sultan Idris, Tanjong Malim, Perak.Mukherji, P., & Albon, D. (2018). Research methods in early childhood: An introductory guide (edisike-3). Los Angeles: SAGE.Mukherji, P., & ODea, T. (2000). Understanding children's language and literacy.London: Stanley Thornes.Murchan, D., & Shiel, G. (2017). Understanding and applying assessment in education. London: Sage.Murphy, M. M. (2007). Enhancing print knowledge, phonological awareness, and oral language skillswith at-risk preschool children in Head Start classrooms. Disertasi doktor falsafah yang tidakditerbitkan, University of Nebraska, Amerika Syarikat.Nadiah Yan Abdullah, Napisah Kepol, & Mariyatunnitha Shari. (2014). Implementing the teaching ofphonics in Malaysian primary schools. The Asian Journal ofEnglish Language and Pedagogy, 2(1), 130-151.Naglieri, J. A., & Rojahn, J. (2001). Gender differences in planning, attention,simultaneous, and successive (PASS) cognitive processes and achievement.Journal of Educational Psychology, 93, 430-437.Nail, T. M. C. (2008). Effects of prekindergarten enrollment on future school success.Disertasi doktor pendidikan yang tidak diterbitkan, Tarleton State University, Amerika Syarikat.Naimah Yusoff, Nor Hashimah Hashim, & Hashim Othman. (2011). Kemahiran bacaan awal Bahasa Melayuprasekolah. Pulau Pinang: Penerbit Universiti Sains Malaysia.Nani Menon. (2000). Keberkesanan Kaedah Gabungan Bunyi Kata dalam kebolehan awal bacaan dikalangankanak-kanak prasekolah. Disertasi sarjana pendidikan yang tidak diterbitkan Universiti PutraMalaysia, Serdang, Selangor.Naour, P. J. (2001). Brain/behavior relationships, gender differences, and the learning disabled.Theory Into Practice, 24, 100-104.National Association for the Education of Young Children, & National Association of Early ChildhoodSpecialists in State Departments of Education. (2004). Early childhood curriculum, assessment, andprogram evaluation: Building an effective, accountable system in programs for children birththrough age 8. Washington DC:National Association for the Education of Young Children.National Association for the Education of Young Children. (1998). Developmentally Appropriatepractices for young children. A joint position statement of the International Reading Associationand the National Association for the Education of Young Children. Diperoleh semula daripadahttps://www.naeyc.org/positionstatements/learning_readwriteNational Association for the Education of Young Children. (2005). NAEYC early childhood programstandards and accreditation criteria. Washington DC: Penulis.National Association for the Education of Young Children. (2009). Developmentally appropriatepractice in early childhood programs serving children from birth through age 8. Diperoleh semuladaripada http://www.naeyc.org/files/naeyc/file/positions/position%20statement%20We b.pdfNational Center for Learning Disabilities. (2003). Evaluation findings from national demonstrations2001-2003: Excutive summary. Diperoleh semula daripada http://www.ncld.orgNational Council of Teacher of English & International Reading Association. (1996).Standards for the English language arts. Urbana, II, and Newark, DE: Penulis.National Council of Teacher of English. (2005). Early literacy. Diperoleh semuladaripada www.ncte.org/collections/earlyliteracyNational Early Literacy Panel. (2008). Developing early literacy.Washington, DC: National Institutefor Literacy.National Educational Psychological Service. (2016). A balanced approach to literacy development inthe early years. Ireland: Penulis.National Institute for Literacy. (2010). Learning to talk and listen: An oral language resource forearly childhood caregivers. Diperoleh semula daripada www.nifl.govNational Institute of Child Health & Human Development. (2000). Report of the national readingpanel: Teaching children to read: An evidence-based assessment of the scientific researchliterature on reading and its implications fo r reading instruction. (NIH Publication No. 00-4769).Washington, DC: U.S. Government Printing Office.National Reading Panel. (2000a). Report Of The National Reading Panel: Teaching Children To Read:An Evidence-Based Assessment Of The Scientific Research Literature On Reading And Its ImplicationsFor Reading Instruction. Washington, DC: National Institutes of Health.National Reading Panel. (2000b). Teaching children to read: An evidence-based assessment of thescientific research literature on reading and its implications forreading instruction. NIHPublication No. 00-4769. Washington, DC: National Institute of Child Health and Human Development,National Institutes of Health.National Research Council. (1999). Starting out right: A guide to promoting children’s readingsuccess. Washington DC: national Academy Press.Nelson, K. (2009). Young minds in social worlds: Experience, meaning, and memory.Cambridge, MA: Harvard University Press.Nemours Brightstart. (2008). Is your child ready to read? Developing literacy skills at home.Jacksonville, FL: Author.Neufeldt, V., & Guralnik, D. B. (Editor). (1994). Webster’s new world college dictionary (edisike-3). New York: Prentice Hall.Neuman, S. B., & Dwyer, J. (2009). Missing in Action: Vocabulary Instruction in Pre-k. The Reading Teacher, 62, 384-392. http://dx.doi.org/10.1598/RT.62.5.2Neuman, S. B., & Roskos, K. (1997). Literacy knowledge in practice: Contexts of participation foryoung writers and readers. Reading Research Quarterly, 32,10-32.Neuman, S. B., Copple, C., & Bredekamp, S. (2005). Learning to read and write:developmentally appropriate practices for young children. Washington, D.C.: National Associationfor the Education of Young Children.Neumann, M. M. & Neumann, D. L. (2018). Validation of a touch screen tablet assessment of earlyliteracy skills and a comparison with a traditional paper- based assessment. International Journalof Research & Method in Education, 1-14, DOI:10.1080/1743727X.2018.1498078Nevills, P., & Wolfe, P. (2009). Building the reading brain: PreK-3. Thousand Oaks, CA: CorwinPress.Ng, P. F., & Yeo, K. J. (2011a). Brain compatible principles in early literacy instruction toaddress challenges in learner diversity. Prosiding dalam The International Conference on EarlyChildhood and Special Education (ICECSE) 2011. Pulau Pinang: Universiti Sains Malaysia.Ng, P. F., & Yeo, K. J. (2011b). Literacy-rich environment and the emergent literacy development inthe early years. Prosiding dalam The International Conference on Early Childhood and SpecialEducation (ICECSE) 2011. Pulau Pinang: Universiti Sains Malaysia.Ng, P. F., & Yeo, K. J.. (2014). Preschool teachers beliefs and practices on early literacyinstruction. Sains Humanika, 2(4), 139-146.Nor Najiyah Ghazali, Fauziah Hanim Jalal, Nurul &bdquo;Ain Mohd Daud, Norazani Ahmad, & Mazlina CheMustafa. (2016, November). Kesan penceritaanterhadap perlakuan nilai aqidah kanak-kanak. Kertas kerja yang dibentangkan dalam The 7th UPSI-UPIInternational Conference 2016, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.Norain Md. Nor, Norizan Esa, & Sarimah Saad. (2006, September). Kemahiran menulis secara mekanis dikalangan kanak-kanak selepas setahun berada di prasekolah. Kertas kerja yang dibentangkan dalamSeminar Penyelidikan Pendidikan Guru Peringkat Kebangsaan.Noraini Idris. (2013). Penyelidikan dalam pendidikan (edisi ke-2). Kuala Lumpur: McGraw HillEducation (Malaysia).Noraini Zakaria@Jakaria. (2015). Pembinaan instrumen kemahiran bacaan Tunjang Komunikasi BahasaMelayu beraras KBAT untuk prasekolah. Kertas kerja yang dibentangkan dalam Seminar PenyelidikanPendidikan Kebangsaan (SPPK).Norajihah Muda, & Raja Masittah Raja Ariffin. (2014). Makna ungkapan dalam perbualan kanak-kanakperempuan berdasarkan teori imej. Jurnal PendidikanBitara UPSI, 7, 96-105.Nordin Mamat. (2016, November). Kajian tahap persekitaran kerja di TabikaJabatan Perpaduan Negara dan Integrasi Nasional (JPNIN) dan pandangan ibu bapa atau penjagaterhadap kualiti Tabika Perpaduan. Kertas kerja yang dibentangkan dalam The 7th UPSI-UPIInternational Conference 2016, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.Norfishah Mat Rabi, & Grace Annammal Gnana Piragasam. (2018). Instrumen saringan dan pengesanankanak-kanak berkeperluan khas. Petaling Jaya: Read Resources.Norliza Ahmad Kamal, & Seman Salleh. (2008, November). Masalah menulis huruf dalam kalangan muridKIA2M: Kajian kes di Sekolah Kebangsaan Orang Asli. Kertas kerja yang dibentangkan dalamInternational Conference of Indigenous Pedagogies, Miri, Sarawak.Northern Ireland Audit Office. (2013). Improving literacy and numeracy achievement in schools.Diperoleh semula daripada http://www.niauditoffice.gov.uk/literacy_and_numeracy_2.pdfNorwalk, K., DiPerna, J., Lei, P., & Wu, Q. (2012) Examining early literacy skill differencesamoung children in head strat via latent profile analysis. School Psychology Quarterly, 27(3),170-183.Novick, R. (1999-2000). Supporting early childhood development: Doing things with words in the realworld. Childhood Education, 76(2), 70-75.Nun Amirah Adnan, & Mastura Badzis. (2011). Towards quality child care and education programs: Apilot study on implementing ITER-S in assessing nursery environment in Malaysia. Prosiding dalamThe International Conference on Early Childhood and Special Education (ICECSE) 2011. Pulau Pinang:Universiti Sains Malaysia.Nur &bdquo;Izzati Ismail, & Kamarrul Arifin Abdul Rahman. (2013). Mengenal pasangan huruf kecil dan hurufbesar melalui permainan bahasa. Asian Education Action Research Journal (AEARJ), 2, 119-136.Nurfirdawati Muhamad Hanafi. (2016). Pembangunan dan penentusahan rubrik pentaksiran prestasi bagimentaksir projek reka bentuk seni bina di Politeknik Malaysia. Tesis doktor falsafah yang tidakditerbitkan, Universiti Pendidikan sultan Idris, Tanjong Malim, Perak.Nutbrown, C., & Carter, C. (2010). The tools of assessment: Watching and learning.Dalam G. Pugh & B. Duffy (Editor), Contemporary issues in the early years(ms. 109-122). London: SAGE Publications.Ollerenshaw, A. (2012). Literacy trials: A whole-of-community program to encourage literacy andnumeracy awareness for children in preschool and early primary.Australasian Journal of Early Childhood, 37(3), 147-156.Orellana, M. E., & Hernandez, A. (1999). Talking with the walk: Children readingurban environmental print. Reading Teacher, 51, 612-619.Othman Lebar. (2014). Penyelidikan kualitatif: Pengenalan kepada teori dan metode.Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan Idris.Othman Talib. (2013). Asas penulisan tesis penyelidikan & statistik. Serdang: Penerbit UniversitiPutra Malaysia.Othman Talib. (2018). SPSS: Analisis data kuantitatif untuk penyelidik muda. Bandar Baru Bangi:MPWS Rich Publication.Owens, S. L., Smothers, B. C., & Love, F. E. (2003). Are girls victims of gender bias inournations schools? Journal of Instructional Psychology, 30(22), 131-137.Owocki, G. (2001). Literacy through play. Portsmouth, NH: Heinemann.Oxford Dictionaries. (2019). English oxford living dictionaries. Diperoleh semula daripadahttps://en.oxforddictionaries.com/definition/usabilityOzernov-Palchik, O., Norton, E. S., Sideridis, G., Beach, S. D., Wolf, M., Gabrieli, J.D. E., & Gaab, N. (2016). Longitudinal stability of pre-reading skill profiles of kindergartenchildren: Implications for early screening and theories of reading. Developmental Science, 1-18.doi: 10.1111/desc.12471Paciga, K. A., Hoffman, J. L., & Teale, W. H. (2011). The national early literacy panel andpreschool literacy instruction: Green lights, caution lights, and red lights. YC Young Children,66(6), 50-57.Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using SPSS (edisike-6). Maidenhead: Open University Press.Paris, S. G., & Hoffman, J. V. (2004). Reading assessments in kindergarten through third grade:Findings from the Centre on the Improvement of Early Reading Achievement. The Elementary SchoolJournal, 105(2), 199-217.Paulson, L., Kelly, K., Jepson, S., & van der Pol, R. (2004). The effects of an early readingcurriculum on language and literacy development of Head Start children. Journal of Research inChildhood Education, 18(3), 169-179.Perfetti, C., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read arereciprocal. Merrill-Palmer Quarterly, 33, 283-319.Philips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awarenessinstruction with preschool children: Lessons from the classroom. Topics in Early Childhood SpecialEducation, 28(1), 3-17.http://dx.doi.org/10.1177/0271121407313813Phoon, H. S., & Anna Christina Abdullah. (2014). Oral vocabulary as a predictor ofEnglish language proficiency among Malaysian Chinese preschool children.3L: The Southeast Asian Journal of English Language Studies, 20(1), 143-156. Piaget, J. (2000).Insights and illusions of philosophy. London: Routledge.Piaget, J. (2013). Play, dreams, and imitation in childhood. New York: Routledge.Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta- analysis ofalphabet learning and instruction. Reading Research Quarterly, 45(1), 8-38.dx.doi.org/10.1598/RRQ.45.1.2Piper, M. (2016). Assessment - an integral part of early years literacy teaching and learning.Australian Educational Leader, 38(2), 36-37.Popham, W. J. (1997). Whats wrong and whats right with rubrics. Educational Leadership, 72.Powell, D. R., & Diamond, K. E. (2012). Promoting early literacy and language development. DalamR.C. Pianta (Editor), Handbook of early childhood education (ms. 194-216). New York, NY: TheGuilford Press.Pressley, M. (2015). Reading instruction that works: the case for balanced teaching(edisi ke-4). New York: Guilford Press.Pressley, M., & Hilden, K. (2002). How can children be tought to comprehend text better? Dalam M.L. Kamil, J. B. Manning, & H. J. Walberg (Editor), Successfull reading instruction (ms.33-53).Greenwich, CT: Information Age.Prior, J. O., & Gerard, M. R. (2004). Environmental print in the classroom: meaningful connectionsfor learning to read. Newark, DE: International Reading Association.Pullen, P., & Justice, L. (2003). Enhancing phonological awareness, print awareness, and orallanguage skills in preschool children. Intervention in School and Clinic, 39, 87-98.Puranik, C. S., & Lonigan, C. J. (2011). From scribbles to scrabble: Preschool childrensdeveloping knowledge of written language. Read Writ, 24(5), 567- 589. doi:10.1007/s11145-009-9220-8Ramey, S. L., & Ramey, C. T. (2006). Early educational interventions: Principles of effective andsustained benefits from targeted early education programs. Dalam D. K. Dickinson, & S. B. Neuman(Editor), Handbook of early literacy research (edisi ke-2, ms. 445-459). New York: The GuilfordPress.Ramlah Jantan, Nor Afni Resad, & Siti Fathimah Az-Zahra Mohd. Fauzi. (2016).Aktiviti didik hibur dalam kalangan guru prasekolah di daerah Gombak.Jurnal Pendidikan Awal Kanak-Kanak, 5, 19-29.Ramlee Ismail, Jamal @ Nordin Yunus, & Hariri Kamis. (2011). Analisis data danpentafsiran dengan menggunakan SPSS. Setapak, Kuala Lumpur: Titisan Ilham.Ramlee Ismail, Jamal@Nordin Yunus, & Marinah Awang. (2016). Analisis data & pelaporan denganmenggunakan SPSS. Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan Idris.Ramsey, P. G. (2015). Teaching and learning in a diverse world: multicultural education for youngchildren (edisi ke-4). New York: Teachers College Press.Randolph, C. (2015). Using a visual onset-rime strategy to teach rhyming to preschoolers:Preliminary findings. Diperoleh semula daripada https://www.researchgate.net/publication/293810085Rashidah Elias, & Mahani Razali. (2013). Keperluan memulakan bacaan awal melalui penggunaan KitBacaan Awal untuk kanak- kanak taska. Jurnal Pendidikan Awal Kanak-Kanak, 2, 42-58.Rashidah Elias, Mahani Razali, & Mahizer Hamzah. (2014). The effectiveness of Kitab Cerdas© onchildrens reading ability. International Journal of Early Childhood Education and Care, 3(1),56-69.Rashidah Elias. (2017). Keberkesanan KitAB Cerdas terhadap pencapaian bacaan awal kanak-kanaktaska. Tesis doktor falsafah yang tidak diterbitkan, Universiti Pendidikan Sultan Idris, TanjongMalim, Perak.Rasinski, T., & Padak, N. (2004). Beyond consensus-beyond balance: Toward a comprehensive literacycurriculum. Reading and Writing Quarterly, 20,91- 102.Rayment, T. (2011). 101 senarai penting tentang pentaksiran. (Aziah Salleh, Penterjemah). KualaLumpur: Institut Terjemahan Negara Malaysia.Read, C. (1975). Children’s categorizations of speech sounds in English. Urbana, IL: NationalCouncil of Teachers in English.Reddy. M. Y. ( 2011). Design and development of rubrics to improve assessment outcomes. A pilotstudy in a Masters level business program in India. India: Department od Marketing and Strategy,IBS Hyderabad, Icfai Foundation for Higher Education, Andra Pradesh.Reynolds, C. R., Livingston, R. B., & Wilson, V. (2009). Measurement and assessment in education(edisi ke-2). Upper Saddle River, NJ: Pearson EducationRichgels, D. J. (2003). Going to kindergarten: A year with an outstanding teacher.Lanham, MD: Scarecrow Press.Riley, J. L. (1996). The ability to label the letters of the alphabet at school entry: Adiscussion on its value. Journal of Research in Reading, 19, 87-101.Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers judgments of problems in thetransition to kindergarten. Early Childhood Research Quaterly, 15(2), 147-166.Risko, V. J., & Walker-Dalhouse, D. (2010). Making the Most of Assessments to Inform Instruction.Reading Teacher, 63(5), 420-422.Ritchey, K. D. (2008). Assessing letter sound knowledge: A comparison of letter sound fluency andnonsense word fluency. Exceptional Children, 74(4), 487- 506.https://doi.org/10.1177/001440290807400405Rodgers, E., DAgostino, J. V., Kelly, R. H., & Brownfield, K. (2016). Examining the nature ofscaffolding in an early literacy intervention. Reading Research Quarterly, 51(3), 345-360.doi:10.1002/rrq.142Rogayah A Razak, Chan, C. E., Lim, H. W., & Mohd Azmarul A Aziz. (2011).Analisis struktur makro dan mikro kemahiran bercerita dalam kalangan kanak- kanak Melayu berumur 5dan 6 tahun. Jurnal Linguistik, 12, 1-27.Rogayah A. Razak, Amelia Inbam Neelagandan, Norlenawati Md Yusuf, Lim Hui Woan, Kartini Ahmad, &Madison, C. (2018). The validation of the Malay Preschool Language Assessment Tool (MPLAT): Thescreening and diagnostic versions. Malaysian Journal of Public Health Medicine, 1, 191- 115.Rogayah A. Razak, Madison, C., Yee K. S., & Mohd. Azmarul A. Aziz (2010).Preliminary content validity and reliability of a newly developed Malay Preschool LanguageAssessment Tool. Asia Pacific Journal of Speech, Language, and Hearing, 13(4), 217-234.Rohana Amin. (2015). Pembangunan dan pengesahan instrumen ujian kemahiran berfikir aras tinggifizik bagi tajuk daya dan gerakan. Tesis sarjana pendidikan yang tidak diterbitkan, UniversitiPendidikan Sultan Idris, Tanjong Malim, Perak.Rohani Abdullah. (2001). Perkembangan kanak-kanak: Penilaian secara portfolio.Serdang, Selangor: Penerbit Universiti Putra Malaysia.Rohde, L. (2015). The Comprehensive Emergent Literacy Model: Early literacy in context. SAGE Open,1-11. doi: 10.1177/2158244015577664Rosemberg, C. R., & Stein, A. (2016). A longitudinal study of the impact of an early literacyintervention program. Revista Latinoamericana de Ciencias Sociales,Niñez y Juventud, 14(2), 1087-1102. doi:10.11600/1692715x.14214090815Roskos, K. (2004). Early literacy assessment: Thoughtful, sensible, and good. TheReading Teacher, 58(1), 91-94.Roskos, K. A., Christie, J. F., & Richgels, D. J. (2003). The essentials of early literacyinstruction. National Association for the Education of Young Children.Roskos, K., Tabors, P. O., & Lenhart, L. A. (2009). Oral language and early literacy in preschool:talking, reading, and writing. Newark, DE: International Reading Association.Rosline Sandai, Anna Christina Abdullah, & Palmer, G. (2013). Enhancing Iban childrens emergentliteracy and cultural awareness through traditional literature. International Journal of EarlyChildhood Education and Care , 2(1), 25-37.Rosner, J., & Simon, D. P. (1971). The auditory analysis test: An initial report.Journal of Learning Disabilities, 4, 384-392.Rosset, A. (2002). Training needs assessment. Englewood Cliffs, NJ: Educational TechnologyPublications.Rossett, A. (1987). Training needs assessment. Englewood Cliffs: Educational TechnologyPublications.Roth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connectionbetween oral language and early reading. Journal of Educational Research, 95, 259-272.Rouse, H. L., & Fantuzzo, J. W. (2006). Validity of the Dynamic Indicators for Basic Early LiteracySkills as an indicator of early literacy for urban kindergarten children. School Psychology Review,35(3), 341-355.Rozman Salleh, & Ahmad Jazimin Jusoh. (2015). Kesahan dan kebolehpercayaan soal selidik egogramanalisis transaksional dalam kalangan pelajar sekolah menengah. Jurnal PERKAMA, 19, 67-82.Ruddell, R. B. (2006). Teaching children to read and write: Becoming an effective literacy teacher.Boston, Mass: Pearson.Russell, J. D. (1974). Modular instruction: A guide to the design, selection, utilization, andevaluation of modular materials. Minneapolis, MN: Burgess Pub. Co.Russell, M. K., & Airasian, P. W. (2012). Classroom assessment: Concept and applications (edisike-7). New York: McGraw-HillSaedah Siraj, Norlidah Alias, DeWitt, D., & Zaharah Hussin. (2013). Design and developmentalresearch: Emergent trends in educational research. KualaLumpur: Pearson Malaysia Sdn. Bhd.Safiah Md Yassin, & Nik Maziah Nik Mohamed. (2004). Bahasa Melayu. PetalingJaya: Pustaka Zaman.Saras Krishnan, & Noraini Idris. (2018). Statistical literacy: Instruction & assessement. TanjongMalim: Penerbit Universiti Pendidikan Sultan Idris.Saturia Amiruddin. (2015). Pesediaan ke sekolah kanak-kanak dan pengaruhnya terhadap penyesuaian disekolah: Perbezaan berdasarkan pengalaman prasekolah, Prosiding Seminar Kebangsaan PendidikanNegara Kali Ke-5, 620-626.Sawyer, B. E., Justice, L. M., Ying Guo, Logan, J. A. R., Petrill, S. A., Glenn- Applegate, K.,Kaderavek, J. N., & Pentimonti, J. M. (2014). Relations among home literacy eenvironment, childcharacteristics and print knowledge for preschool children with language impairment. Journal ofResearch in Reading, 37(1), 65-83. doi:10.1111/jrir.12008Sax, G. (2005). Principles of educational and psychological measurement and evaluation. Belmont,CA: Wadsworth.Scates, V. R. (2014). An Action Research Study of Star Early Literacy and its Usefulness inInforming Instruction in a Multi-Age Kindergarten Classroom. Disertasi doktor falsafah yang tidakditerbitkan, Gardner-Webb University, United State.Schickedanz, J. A. (1999). Much more than the ABCs: The early stages of reading and writing.Washington, DC: National Association for the Education of Young Children.Schmitt, B.D. (1999). Your child’s health. New York: Bantam Books.Schneck, C. M., & Henderson, A. (1990). Descriptive analysis of the developmental progression ofgrip position for pencil and crayon control in nondysfunctional children. The American Journal ofOccupational Therapy.: Official Publication of the American Occupational Therapy Association,44(10), 893- 900.Scull, J., Nolan, A., & Raban, B. (2013). Young learners: Interpreting literacy practice in thepreschool years. Australian Journal of Language & Literacy, 36(1), 38- 47.Seefeldt, C., & Wasik, B. A. (2006). Early education: Three-, four-, and five year olds go toschool (edisi ke-2). Upper Saddle River, NJ: Pearson Education.Seeto, D. & Herrington, J. A. (2006). Design-based research and the learning designer. Dalam L.Markauskaite, P. Goodyear & P. Reimann (Editor), Annual Conference of the Australasian Society forComputers in Learning in TertiaryEducation (m/s. 741-745). Sydney, Australia: Sydney University Press.Sekaran, U., & Bougie, J. R. (2016). Research methods for business: A skill-buildingapproach. Chichester: Wiley.Senechal, M., LeFevre, J., Smith-Chant, B. L., & Colton, K. V. (2001). On refining theoreticalmodels of emergent literacy: The role of empirical evidence. Journal of School Psychology, 39,439-460.Shagoury, R. (2009). Language to language: Nurturing writing in multilingual classrooms. YoungChildren, 64(2), 2-57.Shahrul Afzan Samsul Ali. (2017). Kemudahan dan penggunaan bahan bantu mengajar di ruangpembelajaran prasekolah. Tesis sarjana pendidikan yang tidak diterbitkan, Universiti PendidikanSultan Idris, Tanjong Malim, Perak.Shamsina Shamsuddin. (2013). Penggubalan item ujian: Ke arah pelaksanaan PBS berkesan. KualaLumpur: Freemind Horizons.Shanahan, T. (2005). What the National Early Literacy Panel tells us about early literacy. Dalam C.M. Connor & P. J. Tiedemann (Editor), International Reading Association National Institute forChild Health and Human Development Conference on Early Childhood Literacy Research: A summary ofpresentations and discussions (ms. 9-13). Newark, DE: International Reading Association.Sharifah Nor Puteh, & Aliza Ali. (2012). Persepsi guru terhadap penggunaan kurikulum berasaskanbermain bagi aspek pekembangan bahasa dan literasi murid prasekolah. Jurnal Pendidikan BahasaMelayu, 2(1), 141-159.Sidek Mohd Noah, & Jamaludin Ahmad. (2005). Pembinaan Modul: Bagaimana Membina Modul Latihan danModul Akademik. Serdang: Penerbit Universiti Putra Malaysia.Sidek Mohd. Noah, & Wan Marzuki Wan Jaafar (2007). Analisis kesahan dan kebolehpercayaan Soalselidik Penilaian Kaunselor terhadap Penyelia (IPKtP). Jurnal PERKAMA, 13, 1-13.Sidek Mohd. Noah. (2007). Kesahan dan kebolehpercayaan Alat Ukuran Vocational Preference Inventoryoleh John L. Holland. Jurnal PERKAMA, 13, 59-73.Silverman, R., & Dibara-Crandell, J. (2010). Vocabolary practices in prekindergarten andkindergarten classrooms. Reading Research Quaterly, 45(3), 318-340.Simmons, S. E. (2011). The origin and descriptions of ADDIE. Diperoleh semula daripadahttp://www.tufts.edu/Simon, M. K. (2011). Dissertation and scholary research. Recipes for success.Seattle, WA: Dissertation Success, LLC.Siti Bahirah Saidi, Yohan Kurniawan, & Tan, J. Y. Y. (2013). The Malaysianpreschool syllabus: An analysis on reading component. The Asian Journal of English Language &Pedagogy, 1, 160-175.Siti Hawa Liman. (2016). Tahap perkembangan awal literasi (bahasa dan komunikasi, konsep cetakandan cetakan persekitaran, fonemik dan fonetik) kanak-kanak taska berumur empat tahun. Tesis sarjanamuda pendidikan yang tidak diterbitkan, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.Siti Iwana Sharizah Abu Samah, Rohaty Mohd Majzub, & Zamri Mahamod. (2014).Pelaksanaan pengajaran penulisan dalam kalangan guru-guru prasekolah.Jurnal Pendidikan Awal Kanak-Kanak, 3(1), 100-117.Siti Khadijah Mahamad Sakri, Ahmad Jazimin Jusoh, & Mohammad Nasir Bistamam. (2015). Kesahan dankebolehpercayaan Inventori Keberkesanan Emosi Ellis. Jurnal Bitara Edisi Khas (PsikologiKaunseling), 8, 1-13.Siti Sarah Omar Mohd Azam. (2017). Pandangan dan amalan guru prasekolah terhadap pengajaran puisiuntuk kanak-kanak. Tesis sarjana pendidikan yang tidak diterbitkan, Universiti Pendidikan SultanIdris, Tanjong Malim, Perak.Skibbe, L. E., Connor, C. M., Morrison, F. J., & Jewkes, A. M. (2011). Schooling effects onpreschoolers self-regulation, early literacy, and language growth. Early Childhood ResearchQuarterly, 26, 42-49. doi:10.1016/j.ecresq.2010.05.001Snow, C. E. (1983). Literacy and language: Relationships during the preschool years.Harvard Educational Review, 53(2), 165-189.Snow, C. E., & Ninio, A. (1986). The contacts of literacy: What children learn from learning toread books. Dalam W. Teale & E. Sulzby (Editor), Emerging literacy: writing and reading (ms.116-138). Norwood, NJ: Ablex.Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children.Washington, DC: National Academy Press.Spiegel, D. L. (1998). Silver bullets, babies, and bath water: Literature response groups in abalanced literacy program. The Reading Teacher, 52, 114-124.Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to earlyreading. Journal of Educational Psychology, 86(2), 221- 234.Stanovich, K. E. (1986). Children's reading and development of phonological awareness. Detroit, MI:Wayne State University Press.Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences inearly reading acquisition. Hillsdale, NJ: Lawrence ErlbaumAssociates, Inc.Steinberg, M. (1995). Handbook for the assessment of dissociation: A clinical guide.Washington, D.C.: American Psychiatric Press.Strickland, D. S. (2010). Essential readings on early literacy. Newark, DE: Reading Association.Strickland, D. S., & Ayers, S. R. (2007). Literacy leadership in early childhood: The essentialguide. Amsterdam Avenue, NY: Teachers College Press.Strickland, D. S., & Schickedanz, J. A. (2009). Learning about print in preschool: Working withletters, words, and beginning links with phonemic awareness. Newark, DE: International ReadingAssociation.Strickland, D., & Snow, C. (2002). Preparing our teachers: Opportunities for better readinginstruction. Washington, DC: Henry Press.Sulzby, E. (1985). Childrens emergent reading of favorite storybooks: A developmental study.Reading Research Quarterly, 20, 458-481.Sulzby, E. (1989). Emergent literacy: Kindergartners write and read. Ann Arbor, MI: The Regents ofThe University of Michigan and the North Central Regional Educational Laboratory.Sulzby, E. (1991). Assessment of emergent literacy: Storybook reading. The Reading Teacher, 44(7),4shamsin98-500.Sulzby, E., & Teale, W. (1991). Emergent literacy. Dalam R. Barr, M. Kamil, P. Mosenthal & P. D.Pearson (Editor), Handbook of reading research, Vol. 2 (ms. 727-758). New York: Longman.Surayah Zaidon, & Haslinda Md. Ali. (2009). Penilaian dalam pendidikan prasekolah. Kuala Lumpur:PTS Profesional.Surayah Zaidon, & Rohaty Majzub. (2009). Indikator kualiti tulisan huruf cetak kanak-kanakprasekolah.Surayah Zaidon, Aminah Ayob, & Othman Ikhsan. (2014). Pembinaan rubrik penilaian penulisankanak-kanak. Jurnal Pendidikan Bitara UPSI, 7(1), 86-95.Syazwani Hussin, & Faridah Yunus. (2015). Pengadaptasian Modul Pra Literasi bahasa Inggeris sebagaibahasa kedua, Prosiding Seminar Kebangsaan Pendidikan Negara Kali Ke-5, 657-669.Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistic. London: Allyn and Bacon.Tamam Timbang, Zamri Mahamod, & Afendi Hamat. (2011). Faktor dan kesan masalah membaca dalamkalangan murid sekolah rendah kerajaan di BruneiDarussalam. Jurnal Pendidikan Bahasa Melayu, 1(1), 89-107.Teale, W. H., & Sulzby, E. (1986). Emergent literacy as a perspective for looking athow children become writers and readers. Dalam W. H. Teale & E. Sulzby (Editor), Emergent literacy:Writing and reading (ms. vii-xxv). Norwood, NJ: Ablex.Teale, W. H., & Sulzby, E. (1987). Literacy acquisition in early childhood: The roles of access andmediation in storybook reading. Dalam D. A. Wagner (Editor), The future of literacy in a changingworld (ms. 111-130). New York, NY: Pergamon.Teale, W.H., & Sulzby, E. (1990). Emergent literacy: New perspectives. Dalam D.S. Strickland & L.M.Morrow (Editor), Emerging literacy: Young children learn to read and write (ms. 1-15). Newark, DE:International Reading Association.Thorndike, R. M. (2014). Measurement and evaluation in psychology and education(edisi ke-8). Pearson.Tolchinsky, L. (2014). From text to language and back: The emergence of written language. Dalam C.MacArthur, S. Graham, & J. Fitgerald (Editor), Handbook of writing research (edisi ke-2). New York,NY: Guilford.Tomlinson, B. (2008). Language acquisition and language learning materials. DalamB. Tomlinson (Editor), English language teaching materials. London: Continuum.Tompkins, G. E., & Jones, P. D. (2019). Teaching writing: Balancing process and product (edisike-7). NY: Pearson.Torgesen, J. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1),7-26.Torgesen, J., Wagner, R., & Rashotte, C. (1994). Longitudinal studies of phonological processingand reading. Journal of Learning Disabilities, 27, 276-286.Townsend, M., & Konold, T. R. (2010). Measuring early literacy skills: A latent variableinvestigation of the phonological awareness literacy screening for preschool. Journal ofPsychoeducational Assessment, 28(2), 115-128.Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journalof Experimental Child Psychology, 39, 161-181.Treiman, R., & Zurkowski, A. (1991). Levels of phonological awareness. Dalam S. Brady & D.Shankweiler (Editor), Phonological procesess in literacy: A tribute to Isabelle,Y. Liberman (ms.67-83). Hillsdale, NJ: Erlbaum.Treiman, R., & Zurkowski, A. (1996). Childrens sensitivity to syllables, onsets,rimes, and phonemes. Journal of Experimental Child Psychology, 61, 193-215.Tuckman, B. W., & Waheed, M. A. (1981). Evaluating an individualized scienceprogrammed for community college student. Journal of Research in Science Teaching, 18, 489-495.Tymms, P., Merrell, C., & Buckley, H. (2016). Children’s development at the start of school inScotland and the progress made during their first school year: An analysis of PIPS baseline andfollow-up assessment data. A research report for the Scottish Government. Centre for Evaluation &Monitoring, Durham University: United Kingdom.U.S. Department of Education. (2011). Definitions. Washington, DC: U.S. Government Printing OfficeUnited Kingdom, Department for Education. (2014). Statutory framework for the early yearsfoundation stage: Setting the standards for learning, development and care for children from birthto five. Diperoleh semula daripadahttps://www.gov.uk/government/publications/early-years-foundation-stage- framework--2United Nations Educational Scientific and Cultural Organization. (2003). Literacy as freedom.Paris, France: Penulis.Valette, R. M. (1997). Modern language testing: A handbook (edisi ke-2). New York: Harcourt BraceJovanovich.van Kleeck, A. (1998). Preliteracy domains and stages: Laying the foundations for beginningreading. Journal of Children’s Communication Development, 20, 33-51.van Kleeck, A., & Schuele, C. (2010). Historical Perspectives on Literacy in Early Childhood.American Journal of Speech-Language Pathology, 19(4), 341-355.Vijayaletchumy Subramaniam. (2005). Pemerolehan bahasa kanak-kanak Melayu berasaskan TeoriPemerolehan Bahasa oleh Steinberg (1995). Jurnal Bahasa, 2(2), 112-134.Vinter, A., & Chartrel, E. (2010). Effects of different types of learning on handwriting movementsin young children. Learning and Instruction, 20(6): 476-486. doi:10.1016/j.learninstruc.2009.07.001Vornicca Sani Anak Medan. (2019). Hubungan antara faktor demografi dengan pencapaian kemahiranliterasi awal kanak-kanak berumur 3+ tahun. Tesis sarjana pendidikan yang tidak diterbitkan,Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.Vukelich, C. (2018). Helping young children learn language and literacy: Birththrough kindergarten (edisi ke-5). Boston: Pearson.Vygotsky, L. S. (2012). Collected works of L. S. Vygotsky: Child psychology. NewYork: Springer-Verlag.Wagner, R., & Torgesen, J. (1987). The nature of phonological processing and its causal role in theacquisition of reading skills. Psychological Bulletin, 101, 192-212.Walker, S., & Reynolds, L. (2003). Serifs, sans serifs and infant characters in childrens readingbooks. Information Design Journal, 11, 106-122.Wan Arief Nizamuddin Wan Kharuddin. (2016). Tahap perkembangan bahasa dan komunikasi kanak-kanaktaska berumur 3+ dan 4+ tahun. Tesis sarjana muda pendidikan yang tidak diterbitkan, UniversitiPendidikan Sultan Idris, Tanjong Malim, Perak.Wan Asma Wan Ismail. (2015). Penilaian dan stimulasi kanak-kanak normal. Kuala Lumpur: Dewan Bahasadan Pustaka.Wan Nurzuliana Wan Ahmad, & Zamri Mahamod. (2015). Literasi kemahiran menulis dalam kalangan muridbermasalah pembelajaran di bawah program intervensi LINUS. Prosiding Seminar Kebangsaan PendidikanNegara Kali Ke- 5.Wang, T., Wang, K., & Huang, S. (2008). Designing a web-based assessment environment for improvingpre-service teacher assessment literacy. Computers& Education, 51, 448.Wang. P. (2011). The production of reusable learning objects in Chinese culinary arts onlineinstruction using the ADDIE instructional design model (Doctoral dissertation). Diperoleh semuladaripada ProQuest LLC. UMI: 3464521.Wasik, B. A. (2010). What teachers can do to promote preschoolers vocabulary development:Strategies from an effective language and literacy profesional development coaching model. TheReading Teacher, 63(8), 621-633. doi:10.1598/RT.63.8.1Watson, R., & Wildy, H. (2014). Pedagogical practice of early childhood teachers: Explicitenhancement of students literacy. Australasian Journal of Early Childhood, 39(2), 82-90.Wells, G. (2006). The meaning makers: children learning language and using language to learn. S.l.:Docutech T & C.White, R. E. (2012). The power of play: A research summary on play and learning.Diperoleh semula daripada http://www.mcm.org/uploads/MCMResearchSummary.pdfWhitehurst, J. G., & Lonigan, C. (1998). Child development and emergent literacy.Child Development, 69, 848-872.Whitehurst, J. G., & Lonigan, C. (2001). Get Ready to Read! Boston, MA: Allyn andBacon.Whiting, E. M. (2006). EEnhancnhanciingng hheadead sstarttart cchhilildren’dren’ss earlyearlylliitteraceracyy sskkiilllls:s: AAnninvestigation of intervention outcomes. Disertasi doktor falsafah yang tidak diterbitkan, WichitaState University, Amerika Syarikat.Wiersma, W., & Jurs, S. G. (2009). Research method in education: An introduction(edisi ke-9). Boston, MA: Allyn and Bacon.Witelson, S. F. (1976). Sex and the single hemisphere: Specialization of the right hemisphere forspatial processing. Science, 193, 425-427.Wittmer, D. S., Puckett, M. B., & Petersen, S. H. (2018). The young child: Development fromprebirth through age eight (edisi ke-7). Vancouver, B.C.: Langara College.Wortham, S. C., & Hardin, B. J. (2019). Assessment in early childhood education(edisi ke-8). Upper Saddle River: Pearson.Wray, D., Bloom, W., & Hall, N. (1989). Literacy in action. London: The Falmer Press.Xu, S. H., & Rutledge, A. L. (2003). Chicken starts with ch! Kindergatners learn throughenvironmental print. Young Children, 58(2), 44-51.Yahya Othman, & Dayang Raini Pakar. (2011). Kesan aplikasi perisian cerita interaktif semasamengajarkan kemahiran bacaan dan kefahaman dalam kalangan murid Tahun 4 di Brunei Darussalam.Jurnal Pendidikan Bahasa Melayu, 1(1), 27-49.Yahya Othman, Aisah Md. Daud, Azmey Othman, Dk. Siti Ardiah Pg. Mohiddin, & Maszuraimah MuizzSulaiman. (2012). Pelaksanaan pengajaran membaca menggunakan kaedah fonik peringkat prasekolah diBrunei Darussalam. Jurnal Pendidikan Bahasa Melayu, 2(1), 93-109.Yeo, K. J., & Othman, Md. Johan. (2008). Reading readiness test for kindergarten children. JurnalTeknologi, 49(1), 129-139.Yeo, K. J., & Lu, X. (2012). Development of a reading readiness inventory for kindergarten studentsin Malaysia. International Journal of Early Childhood Education and Care, 1(1), 73-80.Yin, R. K. (2014). Case study research: Design and methods (edisi ke-5). London: Sage Publication.Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development inthe classroom. The Reading Teacher, 54(2), 130.Yopp, H. K., & Yopp, R. H. (2009). Phonological awareness is childs play. YoungChildren, 64(1), 12-21.Zaida Wiyani Zakaria. (2016, November). Amalan guru prasekolah dan keterlibatannya dalammempersiapkan kanak-kanak ke program LINUS literasi. Kertas kerja yang dibentangkan dalam The 7thUPSI-UPI International Conference 2016, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.Zainiah Mohamed Isa, & Juppri Bacotang. (2014, Disember). Kemahiran literasi awal bagi kanak-kanakTASKA. Kertas kerja yang dibentangkan dalam Seminar Pendidikan Awal Kanak-kanak, UniversitiPendidikan Sultan Idris, Tanjong Malim, Perak.Zainiah Mohamed Isa, & Nor Fairizan Che Husin. (2012). Kesan bacaan berulang terhadap kefahamankanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak- Kanak, 1(1), 1-17.Zainiah Mohamed Isa, Juppri Bacotang, & Mazlina Che Mustafa. (2017). Kesahan kandungan ModulLiterasi Awal (Modul Lit-A) pada peringkat kanak-kanak berumur 2+, 3+ dan 4+ tahun. JurnalPendidikan Awal Kanak-kanak Kebangsaan, 6(1), 57-68.Zainiah Mohamed Isa, Juppri Bacotang, Mahzan Arsyad, Ainon Omar, & Mazlina Che Mustafa. (2016).Pembinaan sebuah modul untuk pecutan penguasaan asas literasi bagi kanak-kanak berumur 2+, 3+, dan4+ tahun. Laporan penyelidikan Skim Geran Penyelidikan Fundamental (FRGS), Universiti PendidikanSultan Idris, Tanjong Malim, Perak.Zainiah Mohamed Isa, Mohd Shahran Daud, & Siti Haziqah Samsul. (2014). Cerita Adi dan Ana. SlimRiver, Perak: Zone Four Enterprise.Zainiah Mohamed Isa, Norsaadah Mohamad Radzi, Veronica Riang, Mohammad Azizuddin Kastari, & NurFatin Zainuddin. (2015). Tahap dan kriteria konsep cetakan kanak-kanak TASKA di Malaysia. AsianEducation Action Research Journal (AEARJ), 4, 40-63.Zainiah Mohamed Isa. (2005). Tahap bacaan dan faktor-faktor mempengaruhinya.Tanjong Malim: Universiti Pendidikan Sultan Idris.Zainiah Mohamed Isa. (2009a). Keberkesanan penggunaan buku cerita bergambar yang telah ditetapkantahap bacaannya terhadap peningkatan tahap bacaan kanak-kanak. Tanjong Malim, Perak: UniversitiPendidikan Sultan Idris, Fakulti Sains Kognitif dan Pembangunan Manusia.Zainiah Mohamed Isa. (2009b). Pemilihan buku bacaan Bahasa Melayu yang sesuaiuntuk kanak-kanak di Malaysia. Jumal Bitara, 2, 45-57.Zainiah Mohamed Isa. (2013). Kesan pembacaan buku cerita bertahap terhadapkemahiran pemunculan literasi kanak-kanak prasekolah. Tesis doktor falsafah yang tidak diterbitkan,Universiti Pendidikan sultan Idris, Tanjong Malim, Perak.Zaitul Azma Zainon Hamzah. (2005). Bahasa, konteks, dan pemikiran kanak-kanak Melayu: Satu analisispragmatik. Jurnal Bahasa, 5(2), 135-153.Zamri Mahamod, & Awang Salleh Awang Wahap. (2008). Perkembangan bahasa dan perubahan tinglah lakusosial kanak-kanak prasekolah. Jurnal Bahasa, 8(1), 160-203.Zeece, P. D., Harris, B., & Hayes, N. (2006). Building literacy links for young children. EarlyChildhood Education Journal, 34(1), 61-65. https://doi.org/10.1007/s10643-006-0087-xZoski., J. L. (2015). Kindergarten linguistic awareness intervention: The effects of phonological,morphological, and orthographic instruction on early literacy outcomes in at-risk students. Tesisdoktor falsafah yang tidak diterbitkan, University of North Carolina, Amerika Syarikat.Zucker, T. A., Justice, L. M., & Piasta, S. B. (2009). Prekindergarten teachers verbal referencesto print during classroom-based, large-group shared reading. Language, Speech, and Hearing Servicesin Schools, 40, 376-392. doi: 0161- 1461/09/4004-0376Zulkifley Hamid. (2006). Aplikasi psikolinguistik dalam pengajaran dan pembelajaran bahasa. KualaLumpur: PTS Professional Publishing Sdn.Bhd.

Pembangunan dan kebolehgunaan indikator kemahiran literasi awal kanak-kanak

Similar Items