Reading skills of kindergarten students: supports and facilities in English-medium schools

Abstract

Kindergarten is the foundational place for children to attain basic language and communication. It aims to enhance children’s listening, speaking, reading and writing abilities. These are dependent on each other, when it comes to maintaining the effectiveness of learning and retaining information. Data and information for this research has been collected through three interviews with English teachers and three kindergarten’s English class observations. In kindergarten, teachers rely on certain tools and technology to conduct engaging teaching sessions. E-learning provides more creative and visual understanding, which potentially makes it easier for students to grasp. Teachers also use flash cards and story books to maintain the effectiveness of their teaching. When English teachers maintain their lesson plan with proper teaching-learning technique, it helps to improve students’ learning. At home parents’ effective support is a mandatory part for reading development. It is immensely important that parents assist their children in their learning progress, allowing for more fruitful outcomes in reading progression. The required variables of reading abilities, importance of parental support in learners’ life and appropriate supervision are needed for both teachers and students.