#kidreading

Developing critical thinking skills through reading - The pre-cycle, cycle I, and cycle II were the three unique activities that were utilized in order to properly carry out this experiment. Before beginning the actual cycle of activities, the children's reading abilities will be evaluated and evaluated through the use of this pre-cycle responsibilities. In light of the findings of the research project and the interviews that were carried out with the teachers of the A1 group class, it was discovered that the educational institution had never utilized learning media that consisted of wall cards.

Until now, students have primarily focused on information displayed on blackboards, illustrated books, extensive texts, and traditional textbooks during class. Although these children may be at a stage where they show a stronger interest in learning or focusing when presented with concrete visuals, it is essential to select colors that capture the students' attention, as well as to involve them in directly engaging with wall card media. The children achieved a completeness score of 43. 0% from this pre-cycle assessment. Consequently, cycle 1 actions will be implemented for the children in group A1, as there remains potential for enhancement in their reading skills.

Findings and Insights of Developing critical thinking skills through reading

During the first cycle, the researchers carried out observations, which demonstrated a considerable improvement in all of the reading proficiency measures. In light of such observations, the following are the findings. The evidence that were offered earlier in this section suggest that there has been a discernible improvement in the reading abilities of children. Following the implementation of wall cards, the children in group A1 became more involved and inquisitive during their learning experience, which resulted in them asking the instructor a great deal of questions. This was one of the reasons that contributed to the children in this group showing a little improvement in their reading skills, which also contributed to the overall improvement.

Although this is the case, Developing critical thinking skills through reading suggests that children's reading skills continue to be poor. Furthermore, the experiment did not reach its success requirements, which intended for a range of 75% to 100%. The fact that 36.9% of the students have not yet reached the level of achievement that is expected of them is highlighted by the fact that the total score is 63.1%. Developing critical thinking skills through reading that can be drawn is that the reading challenges that some children have are the result of a number of different reasons. One of these factors is the unorganized manner in which the teacher presents information or learning materials, which results in the child not complying with the rules that have been established. 2) Some youngsters are experiencing confusion as a result of the disorganized letter information that is printed on the cards. (3) A lack of interest and uncertainty among youngsters when they attempt to organize image cards, particularly when the images do not correspond to their expectations and are chosen at random by the instructor. 4) Some youngsters are not equipped to ask questions because they are too timid, while others have not yet adjusted to the media that is exhibited on wall cards.

Analyzing the Outcomes and Exploring Children's Reading Habits

It was concluded that the reflection was still not in accordance with the goal or as expected based on the results obtained during the first cycle. It is then necessary to make changes or take action in cycle II with the teacher's help. Specifically, assigning the right letter card to each letter will make it easier for the child to arrange and read the pictures that have been arranged on the wall card. The child will also select the picture card himself, which will increase his interest in getting the desired results and improve his reading ability in group A1.