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Navigating Reading Difficulties: A Parent’s Guide for their child

Navigating Reading Difficulties: A Parent’s Guide for their child

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As parents, we all want our children to excel in school and develop a love for learning. However, children can sometimes encounter reading difficulties that may make this journey a bit more challenging. In this post, we will explore what reading difficulties are, their prevalence rates in Singapore, how these difficulties can impact your child’s learning in school and provide insights on how to support them effectively. 

What Are Reading Difficulties? 

Reading difficulties are challenges that children may face when learning to read. These difficulties can manifest in various ways and may affect a child’s ability to read, spell, and comprehend text.  

Types of Reading Difficulties:

  1. Dyslexia: Dyslexia is perhaps the most well-known reading difficulty. It primarily affects a child’s ability to decode words accurately and fluently (Dyslexia Association of Singapore, 2019). Children with dyslexia often struggle with phonological awareness, which is the ability to recognize and manipulate the sounds in words. 
  2. Dysgraphia: Dysgraphia is a writing-specific reading difficulty that affects a child’s handwriting and fine motor skills (National Institute of Neurological Disorders and Stroke, 2023). This can make it challenging for children to express their thoughts on paper, which can hinder both reading and writing skills. 
  3. Reading Comprehension Difficulties: Some children may have difficulty understanding and retaining what they read (Catts et al., 2016). This can lead to problems with comprehension and retention of information from textbooks and classroom lectures. 
  4. Visual Processing Disorders: Visual processing difficulties can make it hard for a child to interpret and make sense of visual information, such as letters and words on a page (Slaghuis et al., 1996). This can significantly impact reading skills. 

Prevalence Rates in Singapore 

According to a 2017-18 annual report by the Dyslexia Association of Singapore, approximately 10% of the population in Singapore is estimated to have some form of learning difficulty (Dyslexia Association of Singapore, n.d.). This means that in a classroom of 30 students, it’s likely that at least three of them may face reading difficulties. While these figures provide an overview of the prevalence of reading difficulties, it’s essential to remember that each child is unique, and their challenges may vary. 

How Reading Difficulties Affect Your Child’s Learning 

Reading difficulties can have far-reaching consequences on your child’s academic journey and self-esteem (Boyes et al., 2018; Hamilton & Glascoe, 2006): 

  1. Academic Struggles: Reading difficulties do not only affect learning in language subjects, children with reading difficulties may also perform below their potential in various subjects that require reading, such as mathematics, science and social studies. 
  2. Low Self-Esteem: Repeated struggles with reading can erode a child’s self-confidence and self-esteem, making them feel inadequate or different from their peers. 
  3. Frustration and Anxiety: Reading difficulties can lead to frustration and anxiety in school, as children may face challenges in keeping up with assignments and tests. 
  4. Avoidance of Reading: To avoid embarrassment or frustration, some children may avoid reading altogether, which can hinder their overall learning experience. 

Supporting Your Child 

It is important to note that reading difficulties are not indicative of a child’s overall intelligence, and most children can overcome them with the right support. As parents, there are several ways you can support your child with reading difficulties (Horowitz-Kraus et al., 2014): 

  1. Early Intervention: Recognize the signs of reading difficulties early and seek help from teachers, specialists, or educational psychologists. 
  2. Tailored Learning Plans: Work with educators to create personalized learning plans that accommodate your child’s specific needs. 
  3. Encourage Reading: Foster a love for reading by providing access to age-appropriate books that cater to your child’s interests. 
  4. Patience and Support: Be patient and empathetic, providing emotional support to help your child navigate their challenges. 
  5. Advocacy: Advocate for your child’s needs within the school system to ensure they receive the necessary accommodations and support. 

Conclusion 

Reading difficulties are common, and many children in Singapore and around the world face them. Understanding the types of reading difficulties, their prevalence rates, and the potential impact on your child’s learning is the first step towards providing effective support. With early intervention, personalized learning plans, and a nurturing environment, you can empower your child to overcome these challenges and thrive academically and personally. Remember, every child has unique strengths, and with the right support, they can achieve their full potential. 

 

References 

Boyes, M. E., Tebbutt, B., Preece, K. A., & Badcock, N. A. (2018). Relationships between reading ability and child mental health: Moderating effects of self‐esteem. Australian Psychologist, 53(2), 125-133. https://doi.org/10.1111/ap.12281  

Catts, H. W., Nielsen, D. C., Bridges, M. S., & Liu, Y. S. (2016). Early identification of reading comprehension difficulties. Journal of learning disabilities, 49(5), 451-465. https://journals.sagepub.com/doi/abs/10.1177/0022219414556121 

Dyslexia Association Singapore. (n.d.). HELPING DYSLEXIC PEOPLE ACHIEVE. https://www.dasacademy.edu.sg/wp-content/uploads/2022/05/AnnualReport2017_2018.pdf.  

Dyslexia Association of Singapore. (2019, March 21). WHAT IS DYSLEXIA? https://www.das.org.sg/about-dyslexia/what-is-dyslexia/what-is-dyslexia.html 

Hamilton, S. S., & Glascoe, F. P. (2006). Evaluation of children with reading difficulties. American Family Physician, 74(12), 2079-2086. 

Horowitz‐Kraus, T., Vannest, J. J., Kadis, D., Cicchino, N., Wang, Y. Y., & Holland, S. K. (2014). Reading acceleration training changes brain circuitry in children with reading difficulties. Brain and Behavior, 4(6), 886-902. https://doi.org/10.1002/brb3.281 

National Institute of Neurological Disorders and Stroke. (2023, January 20). Dysgraphia. https://www.ninds.nih.gov/health-information/disorders/dysgraphia#:~:text=What%20is%20dysgraphia%3F,are%20first%20introduced%20to%20writing. 

Slaghuis, W. L., A.J. Twell, & Kingston, K. (1996). Visual and language processing disorders are concurrent in Dyslexia and continue into adulthood. Cortex, 32(3), 413–438. https://doi.org/10.1016/s0010-9452(96)80002-5 

Written by: Keval

Edited by: Michelle and Phoebe

Reviewed by: Joyce

Tips for Taking Care of Children with Reading Difficulties

Tips for Taking Care of Children with Reading Difficulties

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Reading fluently and knowing the meaning of what you are reading involves various skills such as phonemic awareness (i.e., knowing how to read the sounds in words), phonics (i.e., knowing how letters sound like), vocabulary (i.e., knowing the meaning of words), reading fluency (i.e., the ability to read smoothly), and comprehension (i.e., understanding what you are reading) (National University Hospital, 2023). These are some of the main skills that would help one become a fluent reader.  

Reading difficulties may occur where there is a specific skill or a range of skills that a child is struggling with when learning how to read. According to National University Hospital (2023), reading difficulty may be attributed to specific learning disorders (e.g., dyslexia), lack of literacy experiences, impairments in language and sensory processing, weakness in auditory and visual processing, and difficulties in sustaining attention. While it is beneficial to be aware and look out for signs of reading difficulties, if you suspect that your child might have reading difficulties, it would be best to consult a professional for a proper diagnosis. 

After observing or having diagnosed reading difficulties in your child, you might be wondering what you can do to better support them in their learning journey. Here are some evidence-based suggestions: 

1. Expose your child to books regularly and try out books of different genres and topics. 

It is important for children to enjoy what they are reading to motivate them to spend more time with books. As children may not yet know how to choose level-appropriate books, parents and caregivers can help with the book selection process. According to Associate Professor Kaye Lowe from the University of Canberra, choosing books that contain a child’s interests or what they find important is an important link to literacy (NSW Department of Education, 2022). 

Fig. 1: Child choosing from a wide range of books.

For starters, parents and caregivers can introduce books of different genres to their children. Some examples of genres include non-fiction, fantasy, science fiction, and poetry. Through this process, your child can explore the wide variety of reading materials available to them and find a genre that they enjoy reading. Parents and caregivers can also find books which include what your child is interested in, like animals, vehicles, or superheroes, for example. 

2. Participate in “echo reading” with your child.  

As it can be challenging and intimidating for children with reading difficulties to read a whole book by themselves, try echo reading to encourage them. Depending on your child’s ability and the book’s difficulty level, read a sentence, paragraph, or a suitable chunk of text, and ask your child to repeat after you. Trace your finger smoothly underneath the text that you are reading. 

Fig. 2: Reading together with your children can benefit language learning.

Echo reading and tracking the words whilst reading has been shown in several studies to be an effective method to improve children’s fluency in reading (Duran and Sezgin,2012; Knoll,2015).  

3. Participate in “repeated reading” with your child. 

Repeated reading involves your child reading a selected passage out loud for 3 or more times, during which you, the parent/caregiver, correct mistakes in reading or prompt your child when they hesitate for a long time. Your child should repeatedly read the entire passage until they reach a satisfactory level of fluency and accuracy. 

Fig. 3: Encourage your child to repeat passages until they are fluent.

By improving reading fluency through steps 2-3, reading comprehension can also be better supported through training automatic word reading (compared to laborious decoding of each word) and freeing cognitive resources to focus on word meaning. 

4. Facilitate story mapping during reading sessions. 

What is story mapping? Story mapping acts as a visual aid and prompts your child to identify relevant story-grammar information from a story, including the characters, setting, problem, and resolution, and linking them together. Have your child complete a story map while reading a story and ask them to answer questions about the story afterwards. When your child gets better at identifying story-grammar elements, remove the story map but prompt them to self-question by taking note of the same elements in the next few stories that they read and visualising the map. Finish off by asking them comprehension and inference questions after they finish reading the stories. 

Fig. 4: Example of story mapping.

How does story mapping help? Using story mapping, children can improve their reading comprehension through training their mental imagery of the stories and keeping the stories’ content in their memory. Asking your child questions about stories keeps the stories’ information fresh in their memory and helps them become better at linking it with their prior knowledge, which is stored in their long-term memory. The story mapping process can help to increase children’s vocabulary capacity and in turn, help them better understand what they are reading when they encounter new reading materials. 

How does the story mapping process help children with reading difficulties? The story mapping process helps to breakdown the storyline into bite-sized information for children with reading difficulties, so that the information is easier for them to process. Story mapping is applicable to any type of books and give parents and caregivers opportunities to check their child’s understanding of the reading material.  

5. It takes consistent effort to see improvement. Always remain supportive for your child! 

It can be emotionally challenging and frustrating for your child when they participate in reading sessions. Continue to encourage them and acknowledge their hard work! An enjoyable time reading will help them want to read more, which is beneficial for their reading development in the long run. 

 

References

Boulineau, T., Fore, C., Hagan-Burke, S, & Burke, M. D. (2004). Use of story-mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learning Disability Quarterly, 27(2), 105-121. https://doi.org/10.2307/1593645  

Duran, E., & Sezgin, B. (2012). The effect of echo reading method to fluency reading. Ondokuz Mayis Univ Egitim Fakultesi, 31(2). https://doi.org/10.7822/egt85  

Hudson, A., Poh, W. K., Moore, K. A., & Binks-Cantrell, E. (2020). Fluency interventions for elementary students with reading difficulties: A synthesis of research from 2000-2019. Education Sciences, 10(3), 52. https://doi.org/10.3390/educsci10030052  

Knoll, E. (2015). Using echo reading and tracking simultaneously during small group read alouds with preschool children (Publication No. 287). [Master’s Thesis, Rowan University]. Theses and Dissertations.  

National University Hospital. (2023, August 23). Reading Difficulty (Children). https://www.nuh.com.sg/Health-Information/Diseases-Conditions/Pages/Reading-Difficulty-(Children).aspx  

NSW Department of Education. (2022, June 14). What to do if your child is struggling to read or write. https://education.nsw.gov.au/parents-and-carers/learning/english/when-older-kids-struggle  

Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of Learning Disabilities, 50(5), 576-590. https://doi.org/10.1177/0022219416638028   

Woolley, G. (2007). A comprehension intervention for children with reading comprehension difficulties. Australian Journal of Learning Disabilities, 12(1), 43-50. https://doi.org/10.1080/19404150709546829 

 

Written by: Claire

Edited by: Michelle & Phoebe

Play – Act 1 Scene 2

Play – Act 1 Scene 2

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Singapore’s 58th birthday is just around the corner! Check out some of our team’s favourite National Day songs below while soaking in the celebratory atmosphere this August! Let us know what’s your favourite National Day songs are in the comments below! 

 

For a compilation of NDP songs over the decades, visit this link: Singapore NDPSongs (1969 – 2023) 

Lastly, we wish everyone a Happy National Day! Happy Birthday Singapore! 

 

Content by: Beatrice, Marilyn, Michelle, Phoebe and Serena

Reviewed by: Joyce

Our Bilingual Futures II Event

Our Bilingual Futures II Event

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On 3rd June 2023, Our Bilingual Futures II took place at the Lee Kong Chian School of Medicine (Novena campus). Organized by the Brain, Language and Intersensory Perception (BLIP), Clinical Brain Lab (CBL) and Learning Brain Lab (LBL), the event was catered for parents who are interested to learn how to raise bilingual children, and for educators who are curious to find out about how best to teach languages to children. The format of the event was similar to the first event, where we had talks, booths, and a Q&A session for attendees to interact with our language researchers.

 

As our expert language researchers shared past and ongoing research on language and how they can benefit parents, here are some interesting and important takeaways from the talks that we have summarised:

  1. The use of English language usage at home has increased from 2010 to 2020. Multi-language literacy has also increased, with around 75% of Singaporeans being able to read and write in 2 or more languages. (Singapore Department of Statistics, 2020)
  2. In order to increase mother tongue language proficiency and usage, parents can consider doing shared reading with their child. By creating opportunities for reading, speaking, or writing, children can improve their mother tongue. Parents can also look for multimedia tools that can help children learn their mother tongue (i.e. videos, games, music etc).
  3. When reading in English and Chinese, different brain areas are involved and activated. By conducting research on the brain networks involved in reading, researchers are better able to understand the brain better, along with finding out the best way to improve language learning.

The event ended with a Q&A session where language experts answered some language-related questions such as whether learning two languages at the same time will affect the learning of one language, or how best to support mother tongue language learning in preschools, and how to teach children mother tongue language at home in a multicultural household.

We hope that all participants enjoyed their time at the event learning about language-learning for children! If you were unable to join us this time, do keep a lookout for our next event and join us there!

Written by: Phoebe

Video by: Michelle

References

Singapore Department of Statistics. (2020). Singapore Census of Population 2020. https://www.singstat.gov.sg/publications/reference/cop2020/cop2020-sr1

Our Bilingual Futures

Our Bilingual Futures

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On 18 March 2023, the Science of Reading (SOR) blog team was part of an outreach event at the Lee Kong Chian School of Medicine campus in Novena (11 Mandalay Road, Singapore 308232). The event titled ‘Our Bilingual Futures: The science of raising bilingual children’ aimed to increase public awareness about research on raising bilingual children and also covered how research findings can be translated to everyday tips for language learning! This event, organized by the Brain, Language and Intersensory Perception (BLIP) Lab together with our Reading Brains Projects in biliteracy, saw Singaporean parents with young children and individuals interested in language research in attendance.

Figure 1: Excerpt from the event’s poster by BLIP lab – Featured language researchers at the event.

In the first hour, expert language researchers, Dr. Suzy Styles, Dr. Beth O’Brien and Dr. Annabel Chen, highlighted language research findings from ongoing and past projects, and how these findings offer new perspectives to current language learning approaches, particularly for bilingual children. The talks covered a wide range of knowledge about bilingual language development and recent research findings about children’s bilingual development in Singapore. Topics ranging from how environmental factors (e.g., home language exposure) impact language learning to the components of language learning (i.e., phonology – sounds in words, language scripts – alphabetical vs. non-alphabetical) to learning about the brain regions involved in reading and understanding languages were touched upon.

Figure 2: Snippets captured during talks by expert language researchers!

Attendees further had the opportunity to engage in an informative Q&A section with our expert panel. They shared their thoughts and provided important considerations for some common parental concerns, such as how to cultivate children’s interest in language learning, ways to support bilingual language learning for young children, and use of technology to complement children’s language learning journey.

Figure 3: A moment captured during the Q&A section.

Between the sessions, parents and kids interacted with materials used in our bilingual and biliteracy studies. They got to visit our special booth set up to explore and learn more about Magnetic Resonance Imaging (MRI)! Here they learned how our young participants got ready for an MRI scan – using the theme of a Space Mission. The young attendees also got to play with an MRI Lego® set and lie down in a play tunnel that looks similar to the tunnel of an MRI machine!

 

Figure 4: The SOR blog team and our booth at the event.

We hope everyone at the event had a fun and informative Saturday morning! And if you were not able to join us, we hope to see you in our next event!

Meanwhile, do check out our ongoing research projects at this link. If you have any suggestions or comments about our blog or our research projects, feel free to contact us or leave a comment below 🙂

 

Drafted by: Michelle

Photographs by: Tiffany

Reviewed/Edited by: Annabel, Joyce, Tiffany

What happens during an MRI scan?

What happens during an MRI scan?

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Part of our pursuit in understanding reading development lies in identifying the neural brain networks used during reading activities. To do so, some of our projects make use of a brain imaging technique called Magnetic Resonance Imaging (MRI). MRI is preferred in research as it is non-invasive and is able to create highly detailed images of the brain in real-time (Hoyos et al., 2019). Unlike X-rays, MRI does not use radiation and no long-term harmful effects are implicated in MRI scans (National Neuroscience Institute, 2021). Rather, MRI has a strong magnetic field and uses magnetic pulses to capture images. Thus, it is important to remove any metallic objects (e.g., braces, jewellery, clothing with metallic materials) from your body before entering an MRI scanner.

Figure 1: Photograph of a Mock Scanner

During an MRI brain scan, you will lie down on the MRI bed that will be moved into the scanner headfirst since the brain is being scanned. A head coil may be placed over the head and acts like an antenna that receive signals emitted from your brain during the scan. Sometimes, you may get to play some games while you are in the scanner! During the scanning process, you may hear some loud knocking noises. These sounds are created due to the constant switching-on-and-off of the many magnets in the machine – you can think of them as the shutter sounds of a large camera! Earplugs or headphones are provided to protect the ears. To prevent fuzzy or blurry pictures, it is important to stay as still as possible during the scanning process. Some helpful tips to stay still could be to regulate your breathing and to wiggle your fingers and toes. If you have any concerns about the MRI scan, it is best to clarify with the on-site radiographers and researchers before you begin your scan!

Figure 2: Key rules to follow to make MRI scanning a safe and fruitful procedure.

 

Drafted by: Serena

Edited by: Michelle, Phoebe

References

Hoyos, P. M., Kim, N. Y., & Kastner, S. (2019). How is magnetic resonance imaging used to learn about the brain?. Frontiers for young minds, 7(86).https://doi.org/10.3389/frym.2019.00086

National Neuroscience Institute. (2021, January 29). Must-remember information about MRI. Singhealth.https://www.nni.com.sg/news/patient-care/must-remember-information-about-mri

Play – Act1 Scene1

Play – Act1 Scene1

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1. Dance and Sing-a-long

Click here for the full song!

Click here to enjoy the full playlist!

Bonus: Frosty the Snowman

2. Take a magical book ride

Visit Singapore’s National Library Board website to find the book at your nearest library or online!

Visit Singapore’s National Library Board website to find the book at your nearest library or online!

3. Arts & Crafts 

View this link for some crafty ideas!

Bonus for the little ones: visit this site for Christmas-themed colouring pages!

 

Recommendations by: Kah Xuan, Michelle, Phoebe, Serena & Tiffany

Illustrated by: Michelle & Phoebe

Good Reads for Kids (Nov 2022)

Good Reads for Kids (Nov 2022)

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Book Recommendations for 30 November 2022

 

Content by: Keval

Edited & Illustrated by: Michelle & Phoebe

Reviewed by: Annabel, Joyce & Marilyn

References:

Bread and jam for Frances / by Russell Hoban; pictures by Lillian Hoban. (2022). In National Library Board. https://catalogue.nlb.gov.sg/cgi-bin/spydus.exe/FULL/WPAC/BIBENQ/400527856/4072920,1

Katz, A. (2021). Trouble in Toyland: Elf Academy Series, Book 1 / alan katz. National Library Board. Retrieved November 23, 2022, from https://catalogue.nlb.gov.sg/cgi-bin/spydus.exe/FULL/WPAC/BIBENQ/401444926/367819857,1https://catalogue.nlb.gov.sg/cgi-bin/spydus.exe/FULL/WPAC/BIBENQ/401444926/367819857,1

Schulze, B. (2020, August 4). The Little Prince, by Antoine de Saint-Exupéry | Book Review. The Children’s Book Review; The Children’s Book Review. https://www.thechildrensbookreview.com/2020/08/the-little-prince-by-antoine-de-saint-exupery-book-review#:~:text=The%20Little%20Prince%20is%20an,the%20unpredictable%20nature%20of%20adults.

Superheroes love bedtime! : a bedtime routine book / Katie Button ; illustrated by Kasia Dudziuk. (2021). In National Library Board. https://catalogue.nlb.gov.sg/cgi-bin/spydus.exe/FULL/WPAC/BIBENQ/400527684/334830483,1

The little prince / Antoine de Saint-Exupéry ; translated by Joseph Laredo. (2021). In National Library Board. https://catalogue.nlb.gov.sg/cgi-bin/spydus.exe/FULL/WPAC/BIBENQ/400527403/378560751,2

Mastering Languages outside of book-reading

Mastering Languages outside of book-reading

Beyond book-reading, what are some other ways that children can learn to master languages? Read on for some recommendations – backed by research related to the science of reading!

1)   Drama-based activities

Drama involves rich stories, interactions, and imagination. These components make drama an engaging and effective method in helping children develop language skills. Conversational ability is one direct impact of drama-based activities on language skills. Research suggests that collaborating in drama-based activities helps to promote self-initiated discussion among peers and aids in children’s’ storytelling abilities for primary school aged children (Alasmari & Alshae’el, 2020; Zhang et al., 2018). Furthermore, drama could increase children’s self-motivation and confidence in their language learning processes (Man et al., 2021). Another positive impact is how drama promotes a different method of learning new vocabulary. Through drama-based activities (e.g., plays), the process of encoding new vocabulary into long-term memory is enhanced by situational personalization of words in a storyline. This has shown to be an effective alternative to memorizing new vocabulary through rote-learning (Demircioğlu, 2010).

2)   Singing

Research suggests that songs provide a positive learning experience for children and motivate them to learn and master languages (Džanić et al., 2016). Rubio and Conesa (2015) make several cases for incorporating songs into teaching languages. Firstly, songs are repetitive in nature and provide opportunities for pronunciation correction. Secondly, the natural rhythm of songs mimics the stress patterns (i.e., which syllables are emphasized in spoken words) of spoken English – thus, making songs useful for practicing aspects of communicating in English. Finally, songs also provide opportunities for vocabulary learning and practice. Most children’s songs include repetition of monosyllabic words. This may be useful for early learners when gaining exposure to some of these words. Furthermore, humming the melody of songs may also be a useful strategy in recalling information. Children who chose to hum the melody of the song were found to be more successful in remembering the lyrics to the song when they were asked to recall those songs (Busse et al., 2018).

Taking a more modern approach, Singing and Listening to Improve Our Natural Speaking (SLIONS), a karaoke application developed locally in Singapore, provides feedback for improvement to singers based on input from their pronunciation (Murad et al., 2018). In the era of technological advancement, applications like these (and more in the future) could be considered to further enhance language-learning processes amongst beginning readers.

3)   Drawing

Drawing can be an excellent tool in learning new words as pictures and illustrations encompass drawings that can be meaningful to a viewer. It has been demonstrated that making drawings of words significantly enhanced word recall as compared to writing words (Wammes et al., 2016). In this sense, drawing could improve memory of words by integrating visual, semantic, and motor aspects of a memory. Furthermore, doodling (i.e., an informal way of drawing) can also be used to promote learning languages. Blue (2020) suggests some forms of doodling that can be helpful in learning new English words or phrases: creating meaningful sketches, snapshots, diagrams, personalized maps and perhaps a grammar story. These forms of drawings could help children who enjoy a visual learning mode to learn better, for example, drawing a ‘personalised map’ could be useful in helping children practice prepositions of place such as ‘at’, ‘or’ ‘in’. Visit this website to see some sketches!

In conclusion, these activities are exciting alternatives to book-reading and can make language learning more interesting! Try them out with your family in the upcoming school holidays or year-end holidays, and let us know what you think in the comments below!

Drafted by: Serena

Edited by: Michelle, Phoebe

Reviewed by: Joyce, Marilyn

References

Alasmari, N., & Alshae’el, A. (2020). The effect of using drama in English language learning among young learners: A case study of 6th grade female pupils in Sakaka City. International Journal Of Education And Literacy Studies, 8(1), 61-73. https://doi.org/10.7575/aiac.ijels.v.8n.1p.61

Blue, J. (2022, April 11). Using drawing as a tool to learn English: Cambridge English. World of Better Learning | Cambridge University Press. Retrieved October 17, 2022, from https://www.cambridge.org/elt/blog/2020/07/22/drawing-learn/

Busse, V., Jungclaus, J., Roden, I., Russo, F. A., & Kreutz, G. (2018). Combining song—And speech-based language teaching: An intervention With recently migrated children. Frontiers in Psychology, 9, 2386. https://doi.org/10.3389/fpsyg.2018.02386

Demircioğlu, Ş. (2010). Teaching English vocabulary to Young Learners via drama. Procedia – Social and Behavioral Sciences, 2(2), 439–443. https://doi.org/10.1016/j.sbspro.2010.03.039

Džanić, N. D., & Pejić, A. (2016). The effect of using songs on young learners and their motivation for learning English. NETSOL: New Trends in Social and Liberal Sciences, 1(2), 40–54. https://doi.org/10.24819/netsol2016.8

Man, C. F., Sharif, S., May, A. L., Talin, R., & Singh, S. S. (2021). The effects of drama-based activities as a language learning tool on learners’ motivation in non-malay-medium national schools in Malaysia. Indonesian Journal of Applied Linguistics, 10(3). https://doi.org/10.17509/ijal.v10i3.31742

Murad, D., Wang, R., Turnbull, D., & Wang, Y. (2018). SLIONS: A Karaoke Application to Enhance Foreign Language Learning. Proceedings of the 26th ACM International Conference on Multimedia. https://doi.org/10.1145/3240508.3240691

Rubio, I. M., & Conesa, I. R. (2015). The use of rhymes and songs in the teaching of English in primary education. Docencia e Investigacion, 25(2), 87.

Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. Quarterly Journal of Experimental Psychology, 69(9), 1752–1776. https://doi.org/10.1080/17470218.2015.1094494

Zhang, H., Hwang, W.-Y., Tseng, S.-Y., & Chen, H. S. (2018). Collaborative drama-based EFL Learning in familiar contexts. Journal of Educational Computing Research, 57(3), 697–722. https://doi.org/10.1177/0735633118757731

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