High-ability Kindergarteners' Perceptions of Reading: Insights into Learning to Read Before First Grade

Abstract

Literacy is seen as one of the most important skills children learn at school. In the Netherlands, most children formally learn to read during the first six months of first Grade. However, there is a group of children who can read before they even enter first grade or kindergarten. Research failed to address specifically those children who already have learned how to read. These high-ability learners need tailored reading instruction to further develop their reading skills or deepen their reading comprehension. Insufficient education can lead to lower motivation for high-ability learners. This study aimed to include the perspective of high-ability student to gain a deeper understanding of their educational needs. To obtain relevant data, semi-structured interviews were conducted among both parents and children. This study focussed on early readers in kindergarten. The study revealed a high level of intrinsic motivation for learning to read. A significant proportion of children lacked a clear understanding of the expectations associated with reading in the first grade. If expectations were present, they were either high or unrealistic. Parents expressed concerns about the adequacy of educational provisions and underachievement of their children in the future.