Atikel ini menjelaskan aplikasi model ADDIE dalam pembangunan Modul Literasi Awal (Modul Lit-A) untuk awal kanak-kanak. Modul Lit-A dibangunkan untuk memberi pendedahan awal kepada kanak-kanak tentang kemahiran literasi awal seperti bahasa dan komunikasi; konsep cetakan dan cetakan persekitaran; fonemik dan fonetik; bacaan dan kefahaman naratif; dan tulisan awal. Kajian ini berbentuk penyelidikan campuran (kualitatif dan kuantitatif) yang diaplikasikan dalam reka bentuk pengajaran model ADDIE, iaitu (i) Analisis (Analysis); (ii) Reka Bentuk (Design); (iii) Pembangunan (Development); (iv) Pelaksanaan (Implementation); dan (v) Penilaian (Evaluation). Sampel kajian terdiri daripada 4 orang penilai luar, 3 orang pendidik, dan 30 orang kanak-kanak berumur 2+, 3+, dan 4+ tahun. Dapatan menunjukkan Modul Lit-A mempunyai kesahan kandungan yang tinggi, sesuai dilaksanakan untuk kanak-kanak, dan berkesan meningkatkan tahap kemahiran literasi awal kanak-kanak. Justeru, Modul Lit-A dapat digunakan.....

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Globalization is constantly impacting on education and is radically transforming it in terms of the mode and culture of learning. The shift from product-economy to knowledge-economy has profound implications for the kind of education a nation has to offer its future generation. The need for knowledge workers places emphasis on new attributes for learners, particularly those which pertain to twenty-first century skills. The last decade and a half has also seen the emergence of international student ranking lists such as TIMSS, PISA, PIRLS, Olympiads, which have put tremendous pressure on education ministries. A response to this pressure of „rank and shame‟ has been a flurry of education reform initiatives, including in Malaysia. The ability to develop learners who can think critically and creatively and to reason logically and to innovate is the challenge in education. The Malaysia Education Blueprint 2013-2025 has identified teacher education among the eleven shifts to transform th.....

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Vocabulary knowledge and acquisition plays an important role in learning a second language as well as developing children’s literacy skills. The effectiveness of the read-aloud technique to increase children’s vocabulary knowledge and construction of meaning has been widely studied. Teachers need to employ effective instructional strategies to foster growth in vocabulary learning among pre-school children during the read-aloud sessions. Given this, this study has identified the vocabulary strategies that a teacher employed during her read-aloud sessions with her pre-school children in a rural school in Malaysia. A pre-school teacher from a pre-school situated in a rural area participated in this study. Qualitative research methods were used whereby primary data was obtained through observations and field notes while secondary data was obtained through interviews with teachers. Findings revealed that the pre-school teacher utilized four vocabulary strategies proposed by Beck, McKeow.....

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