Journal of Learning Disabilities, 4(1), 67-84. http://ldx.sagepub.com/content/41/1/67.refs. ... 17-29. http://ejournal.unp.ac.id/index.php/pedagogi (in Indonesian).
Family Elements of Reading Problems among Children under Chinese and Indonesian Environment 1,2Guangshu 1Wuhan
Gu and 2,3Dian Sari Utami
Textile University, China; 2University of Leipzig, Germany; 3Islamic University of Indonesia
Introduction Chinese is a morphosyllabic writing system. It’s different from Western alphabetic writing system. The basic unit, character, represents a morpheme as well as a syllable. Several studies have demonstrated that Chinese dyslexic children have lower phonological awareness compared to normally achieving children. Compare d with Indonesia, reading problems among elementary schools’ children tend to be influenced by cultural environment. Indonesian has 726 languages (Republika, 2014) used differently by 1128 ethnic groups (JPNN, 2010). Family is the first place for children to learn and parents are the first teachers of the children to learn and imitate. In children's learning, it will have a significant impact on children's learning from the family's reading habits, reading interactions among family members, socio-economic status of the family, the family's collection of books for children and parents reading environment provided.
Objectives
Methods
To describe family factors which impact on reading problems among children in China and Indonesia.
Literature review, focused on reading problems among children in elementary school and family issues in China and Indonesia.
Results Table 1. Reading problems based on the Component of Reading Model (CMR) among elementary school children in China and Indonesia Components of reading model Cognitive components
Chinese’s findings
Indonesian’s findings
Oral language ability & character/word recognition (Meng, 2002), understanding meaning (Meng, 2003), lower phonological awareness (Shu et.al., 2002)
Limitation of semantic knowledge (Widyana, 2006); lack of vocabulary (Umam, 2014); lack of reading capabilities (PIRLS, 2011)
Psychological components
Reading achievement (Shu Negative motivation, et.al., 2002) lack of self-efficacy (Kumara, 2010);
Ecological components
Different alphabet writing system
Teaching style and family illiteracy (Umam, 2014)
Table 2. Protective and risk family factors related to reading problems in China and Indonesia Family elements Risk factors
Figure 1. Overview of the Component of Reading Model (Aaron et.al., 2008)
Discussion
China
Indonesia
Family illiteracy (Meng, 2002); lack of parental education (Sun et.al., 2013)
Parental stress & socioeconomic problems (Yetti, 2009)
Protective Reading time factors spending by parents’ at home (Ke, 2002); positive family culture and learning environment (Sun et.al., 2013)
Parental support (Krismanto, 2009); positive home environment (Hidayah, 2012),
Conclusion
(
This study investigates Chinese and Indonesian children’s reading abilities and its relations with related factors. Previous research showed that in China, family reading background has influences on oral language ability and character recognition, while oral language ability has influences on meaning comprehension and character recognition (Meng, 2002). Other findings in Indonesia showed that social environment has strong influence to children’s reading ability, especially home environment from family (22.2%) rather than school environment from teachers (4.4%) (Hidayah, 2012). Research in both countries found that problems in reading ability among elementary students were mostly influenced by parents and learning environment (e.g. Hidayah, 2012; Sun et.al., 2013).
Family elements, exactly the family cultural background reading behavior, have a strong influence on children’s Chinese and Indonesian language reading ability. On the other hand, family also can do something to correct the children’s reading problems anyway.
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International Workshop of Dyslexia & Traumatic Experiences, 5th – 6th December 2014, University of Leipzig, Leipzig, Germany
