Needs Analysis of Teaching Aids to Enhance Monosyllabic English Reading Skills among Six-Year-Old Preschool Children
DOI:
https://doi.org/10.37134/ajatel.vol15.2.6.2025Keywords:
Children, Preschool, Teacher, Single-Syllables, Reading, English LiteracyAbstract
Teaching English monosyllabic reading is a crucial component in fostering early literacy and cognitive development among preschool children. This study aims to identify the level of need for teaching aids that can effectively support six-year-old preschool children in developing English monosyllabic reading skills. A total of 30 teachers from preschool and kindergarten settings participated in this study. Data were collected through a structured questionnaire and analysed using SPSS for Windows Version 27 to obtain mean scores and standard deviations. The findings indicate a high level of need for the development of teaching aids, with an overall mean score of 4.51. Teachers reported facing challenges in teaching monosyllabic English words due to the limited availability of teaching aids that are developmentally appropriate, interactive, user-friendly, safe, and visually engaging. Additionally, teachers emphasised the importance of teaching aids that align with the National Preschool Standard Curriculum and are capable of capturing children’s attention to enhance engagement in learning. The implications of the study suggest that suitable teaching aids can not only facilitate effective teaching practices but also serve as alternative tools for assessment while promoting active student participation through play-based learning approaches. In conclusion, the identified needs highlight the urgent requirement for teaching aids that are engaging, curriculum-aligned, and developmentally appropriate for preschool children. Future efforts should focus on further development, implementation, and evaluation of such teaching aids to determine their practical impact and to strengthen early literacy instruction in Malaysia.
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